Reggio in Early Years

Bringing the Reggio
Approach to your Early

Years Practice
This easy-to-read series provides an introduction to some of the most

important early years philosophies and shows how they can be incorpo-
rated into your setting. Each book provides:
● An outline of the background to the approach
● Clear explanations of the relevance to contemporary thinking
● Suggestions to help you to plan a successful learning environment
● Examples of what the individual approach can look like in practice.
These convenient guides are essential to early years practitioners, stu-

dents and parents who wish to fully understand what each approach
means to their setting and children.
Have you ever wondered what the Reggio Approach is all about, why it
works and how it can be used to benefit the young children in your setting?
This book provides an accessible introduction to the values and princi-
ples underlying the Reggio Approach to early years care and education.
It demonstrates how practitioners in the United Kingdom have drawn
inspiration from the Reggio Approach and developed their own practice
in order to provide high quality experiences for young children.
This new edition has been fully updated to show the connections
between the Reggio Approach and the principles and commitments of
the Early Years Foundation Stage (EYFS) framework. Each chapter focuses
on one important aspect of the Reggio Approach and includes:
● Practical examples involving children of different ages in a wide
variety of settings, helping the reader to see the connection between
practice and theory
● Questions to enable the reader to reflect on and develop his or her
own practice
● References to sources of further reading and information.
This convenient guide will help early years practitioners, students and
parents to really understand what the Reggio Approach can offer their
setting and children.
Linda Thornton has over thirty years’ experience in education and child-
care. As a director of alc associates she currently provides consultancy
and training for local authorities, children’s centres, nurseries and schools
across the UK.
Pat Brunton is a director of alc associates and provides consultancy and

training for local authorities, children’s centres, nurseries and schools
across the UK.
Bringing the Reggio
Approach to your Early
Years Practice
SECOND EDITION
Linda Thornton and Pat Brunton

Series edited by Sandy Green
This second edition published 2010
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2010.

To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to ww w.eBookstore.tandf.co.uk.
© 2010 Linda Thornton and Pat Brunton

All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Brunton, Pat.
Bringing the Reggio approach to your early years practice / Pat Brunton and
Linda Thornton. — 2nd ed.
p. cm. — (Bringing ... to your early years practice)
1. Education, Preschool—Philosophy. 2. Early childhood education—
Philosophy. 3. Education, Preschool—Italy—Reggio Emilia. I. Thornton,
Linda. II. Title.
LB1140.3.T46 2010
372.2101—dc22 2009048721
ISBN 0-203-85089-0 Master e-book ISBN
ISBN10: 0-415-56658-4 (hbk)

ISBN10: 0-415-56656-8 (pbk)
ISBN10: 0-203-85089-0 (ebk)
ISBN13: 978-0-415-56658-2 (hbk)
ISBN13: 978-0-415-56656-8 (pbk)
ISBN13: 978-0-203-85089-3 (ebk)
Contents
Acknowledgements vi
Introduction 1
1 Background to the Reggio Approach 7
2 Relationships 13
3 Creativity 30
4 The environment 47
5 Time 64
6 Learning and teaching 79
7 Reflective practice 100
Conclusion 112
Useful contacts 114
v
Acknowledgements
We are grateful to the parents, children and staff of these early years
settings, schools and organisations for the use of the photographs in this
book:
Bridgwater Children’s Centre, Bridgwater, Somerset

Crossens Nursery School, Southport, Sefton
Dolphin Nursery, Bracknell and Tooting, London
Ilfracombe Children’s Centre, Ilfracombe, Devon
Lescudjack Children’s Centre, Penzance, Cornwall
Soundabout Early Years Arts Project, Penzance, Cornwall
St Breock Primary School, Wadebridge, Cornwall
The photos of the city of Reggio Emilia are the authors’ own.
vi
Introduction
The preschools and infant-toddler centres of Reggio Emilia in Northern

Italy are recognised around the world as examples of high quality, child-
centred early years settings. Thousands of people have taken part in study
tours to Reggio, visited the Hundred Languages of Children exhibition or
attended training on what is called the Reggio Approach. There are now
many settings in the United Kingdom which have introduced new ways
of working after they have been inspired by what they have seen or heard.
It is important to understand that the Reggio Approach is not a system
or a method. Instead, the Reggio Approach is a long-term educational
research project, constantly evolving as educators reflect on their prac-
tical experience of young children’s learning processes. In Reggio, theory
comes out of practice rather than practice being determined by a fixed
educational theory.
Educators in Reggio are happy to share their experience and under-
standing of working with young children, but they are quick to point out
that you can’t ‘do Reggio’.
In the words of Amelia Gambetti of Reggio Children:
No-one in Reggio wants to teach others how to ‘do school’. … What

we want to do is to look together for the values we might have in
common, in order to build a better tomorrow.
(Gambetti 1998)
1
Introduction
A piazza in the centre of Reggio Emilia
If we want to bring the influence of the Reggio Approach to our early

years settings in the UK, we can begin by identifying the values which
we share with colleagues in Reggio Emilia.
2
Introduction
The principles of good early years practice in the UK
Good early years practice in the UK:
● is based on strong relationships between both children and adults and

values the involvement of parents in their children’s learning;
● involves reflective practitioners who value all children as individuals,
provide a high quality environment and understand the different ways
in which children develop and learn;
● requires practitioners who plan extended time for creative and challeng-
ing activities based on children’s interests and previous experiences.
The Early Years Foundation Stage (EYFS) framework sets out the princi-
ples behind the good practice which should be found in all our early
years settings. These principles are based on what we value and feel is
important for young children in our society.
The four principles of the EYFS are:
● A unique child: Every child is a competent learner from birth who can
be resilient, capable, confident and self-assured.
● Positive relationships: Children learn to be strong and independent
from a base of loving and secure relationships with parents and/or a
key person.
● Enabling environments: The environment plays a key role in support-
ing and extending children’s learning and development.
● Learning and development: Children develop and learn in different
ways and at different rates and all areas of learning and development
are equally important and interconnected.
The key values of the Reggio Approach
In Reggio the high quality experiences provided for young children are
built on a set of key values. These have been developed over many years
3
Introduction
to reflect what the community of Reggio Emilia feels is important for

young children and their families.
The Reggio Approach values:
● a powerful image of the child – it views children as strong, confident

and competent;
● relationships where children, ‘teachers’ and parents are all equally
important;
● children’s creativity – it emphasises the importance of the environ-
ment in supporting children’s development, play and learning;
● understanding how children learn, as individuals and in groups – it
does this through setting aside time for long-term projects and reflec-
tive practice.
Learning from the Reggio Approach
To understand how to bring inspiration from the Reggio Approach to your

early years practice you need to know about all the different pieces of
the jigsaw which fit together to make up the whole picture.
In Chapter 1 you will find background information to ‘set the scene’.
This explains the history of the Reggio Approach, what has influenced
its development and how the infant-toddler centres and preschools are
organised.
Chapters 2 to 7 then look in turn at one aspect of the Reggio Approach
in more detail. Each chapter looks at:
● what happens in Reggio

● connections to the EYFS framework
● how we can draw inspiration from the Reggio Approach
● a ‘snapshot’ illustrating how the ideas might look in practice
● suggestions for further reading and research
4
Introduction
● a list of ‘questions to think about’ to help you and your colleagues

reflect on your current practice and to plan any changes you may
want to make.
Chapters 2 focuses on relationships – between adults and children,

between early years practitioners and parents, and between early years
settings and their local communities.
In Chapter 3 we look in more detail at creativity – the environment and
resources which support creativity, the different ways in which young
children express their creativity and the importance of managing ‘risky
freedom’.
The role of the environment is explored in Chapter 4 – how visibility,
flexibility, light and shadow, reflection and multi-sensory spaces can be
used to enhance young children’s learning and development.
The management of time is the focus for Chapter 5 – making the most
of opportunities for children to explore and investigate, communicate,
think and reflect, eat and drink, sleep and rest, be outdoors and be
involved in long-term projects.
Chapter 6 discusses learning and teaching – developing children’s
ideas and theories, planning open-ended projects, individual and group
learning, documentation, sharing learning with parents and celebrating
learning.
Finally, Chapter 7 looks at the importance of reflective practice –
working as part of a team, sharing skills and expertise, valuing others’
opinions, carrying out action research and taking responsibility for one’s
own professional development.
Reference
Gambetti, A. (1998) ‘The Winter Institute: An International Meeting on

Education’ ReChild: Reggio Children Newsletter 2: 1, 4.
5
Introduction
Further reading
Not Just Anyplace. (2003) Video. Reggio Children.
This video tells the story of the Reggio experience from its earliest begin-
nings in Villa Cella. The philosophy and pedagogy are described by
educators working in Reggio, and there are some short video sequences
filmed in the preschools and infant-toddler centres.
6
Background to the
1 Reggio Approach
History
The Reggio Approach to early childhood has been developed in Reggio

Emilia, a small city in northern Italy which places great importance on
services for children and families.
The XXVth Aprile preschool in Villa Cella
7
Background to the Reggio Approach
Reggio Emilia is a prosperous city with a long tradition of banking, trade

and manufacturing which goes back to Roman times. It is surrounded by
rural areas which include many small farms and smallholdings. Reggio
has always been an area where social responsibility is taken seriously
and where everyone is expected to play a part in the life of the local
community.
The earliest preschool was founded in 1945 at the end of the Second
World War. This area of Italy was devastated by the effects of the war and
many of the young men were killed. In the small village of Villa Cella, on
the outskirts of Reggio Emilia, a small amount of money was given to the
community following the sale of a tank, a few horses and an abandoned
truck. The villagers had to begin to rebuild their lives and they decided
that they would start by building a preschool. They saw this as a way of
giving their children a better future by building a new type of school –
one where children would be taken seriously and believed in.
In the 1960s the local council, or municipality, of Reggio Emilia took
over responsibility for developing and managing a network of preschools,
for children aged 3 to 6, which were committed to the Reggio Approach.
In 1970 the network was expanded when the first infant-toddler centre,
for infants aged 3 months to 3 years, was opened. This was in response
to the needs of mothers with younger children, who wanted to return
to work.
In 1991 the American magazine, Newsweek, named the Diana pre-
school as one of the ten best schools in the world. This led to a lot of
interest in the Reggio Approach from around the world. In 1994 the
organisation Reggio Children was set up to manage this interest, and to
organise international study tours.
Influences
The key person responsible for the development of the Reggio Approach
was Loris Malaguzzi. In 1945 Loris Malaguzzi was a primary school
teacher working in Reggio Emilia. When he heard about the preschool
which was being built in Villa Cella he cycled to the village to find out
what was happening. Listening to the women who were working, and
8
discovering how important the preschool was to them, he was inspired

to learn more about very young children by training as a psychologist.
Until he died in 1994, Loris Malaguzzi dedicated his life to developing
what we now call the Reggio Approach.
The way in which the Reggio Approach has developed has been
influenced by the culture of the surrounding area. In their everyday
lives, the people of Reggio Emilia enjoy meeting others, being involved
in discussions and sharing different points of view. Change is not seen
as something to be frightened of. Adults and children are open to new
ideas and are happy to try different ways of doing things.
Under the guidance of Loris Malaguzzi, the staff of the infant-toddler
centres and preschools in Reggio studied examples of good practice from
around the world. In developing the Reggio Approach they have been
influenced by the ideas of Maria Montessori and Jean Piaget’s theories
on thinking and language. Interest in Lev Vygotsky’s research into the
connection between social interaction and cognitive development has
led to a focus on group learning. Influences have also come from a wide
range of artists, scientists, writers, poets and thinkers, many of whom
have preschools or infant-toddler centres in Reggio named after them,
for example, Paulo Freire, Michelangelo and Pablo Neruda.
The front of the Municipal Theatre in Reggio Emilia
9
The renowned American educationalists Jerome Bruner and Howard

Gardner both have a keen interest in the work of the educators in Reggio.
They are involved in ongoing research projects into increasing our under-
standing of how young children think and learn.
Organisation
There are 23 municipal preschools and 26 infant-toddler centres in and

around the city of Reggio Emilia.
Children attend infant-toddler centres and preschools regularly
throughout the week. From the age of 3 a child normally attends full
time, five days a week.
The standard day runs from 9.00 am to 3.30 pm and an extended day
from 7.30 am to 6.20 pm is available for working parents.
Work shifts are organised so that all staff are present in the morning
when the centres are busiest. Ratios of adults to children are very simi-
lar to those in the UK. Staffing rotas are planned so that staff can meet
together regularly to share observations, information and ideas on a daily
and weekly basis.
Staff roles
Some of the staff roles in the early childhood centres are very similar to
those in the UK, and others are very different.
Teacher
In Reggio the word ‘teacher’ is used for the staff who work with the
children in the same way as the term ‘practitioner’ is used in the UK.
Teachers work in pairs. They plan together and support the children as
they are playing and working together in groups.
Each pair of teachers usually stays with the same group of children
from the time they start in the centre until they move on to either
10
preschool or elementary school. This allows the teachers to establish

strong relationships with the children and their families.
Atelierista
Each preschool and infant-toddler centre has an atelierista as a staff

member. An atelierista has skills and interests in a range of creative
forms of expression. He or she may be an artist, a musician, a dancer,
a photographer, a geologist or an ICT expert. The atelierista works with
the teachers to help them plan and carry out long-term projects with the
children. They also share their creative skills with the children and staff.
Pedagogista
The municipal network of early childhood centres is coordinated by a

team of pedagogistas. Each pedagogista has responsibility for a small
group of infant-toddler centres and preschools. They organise work
schedules, deliver staff training and meet with parents, as well as advising
teachers on long-term projects and the learning environment.
The key values of the Reggio Approach
The next six chapters look in turn at each of the key values of the Reggio
Approach. These are:
● Relationships
● Creativity
● The environment
● Time
● Learning and teaching
● Reflective practice.
11
Further reading
Barazzoni, R. (2000) Brick by Brick. The History of the ‘XXV Aprile’

People’s Nursery School of Villa Cella. (English Edition). Italy: Reggio
Children.
A description of the early days of the first preschool, started on Liberation

Day in 1945, through to the present day. A description of the historical,
political and social influences which have helped to shape the Reggio
experience.
Thornton, L. and Brunton, P. (2009) Understanding the Reggio Approach.

London: David Fulton Publishers.
An overview of the Reggio Approach which analyses the essential

elements of the Reggio Approach and provides examples from the infant-
toddler centres and preschools. This is an ideal text for practitioners
wishing to extend their understanding of how young children’s learning
is supported and developed in Reggio Emilia.
Edwards, C. P., Gandini, L. and Forman, G. (eds) (1998) The Hundred

Languages of Children: The Reggio Emilia Approach – Advanced
Reflections, 2nd edition. Westport, CT: Albex Publishing.
A collection of interviews with pedagogistas, atelieristas, teachers and

administrators from Reggio Emilia, who describe in their roles in their
own words. This book also contains the transcript of an extended inter-
view with Loris Malaguzzi in which he talks eloquently about the work
of the preschools and infant-toddler centres, explaining why things are
as they are. Essays and research papers from educators in North America
describe how they have been touched by the ‘Reggio experience’.
12
2 Relationships
In the Reggio Approach
A powerful image of the child
Right at the heart of the Reggio Approach is the very powerful image
adults have of children. Every child is seen as strong, confident and
competent. Strong children have their own ideas, express opinions, make
independent choices and are able to play and work well with others.
This powerful image of the child needs adults who listen to children
and trust them to make responsible decisions. In the Reggio Approach
listening to children involves paying careful attention to what they have
to say and think, and taking their ideas seriously.
In Reggio the adults are willing to learn alongside the children. They
work together in partnership rather than the adult being ‘in charge’
and having all the answers. The role of the adult is to plan starting
points for the children to explore and to provide open-ended resources
which encourage the children to develop their own thinking and ways
of learning. The adults watch and listen carefully to what the children
do and say and use their observations to guide and extend each child’s
learning.
Children are encouraged to learn from one another. They work and
play together in small groups from a very early age. They learn to listen
to each other’s points of view and to respect the views and feelings of
others.
13
Relationships
In Reggio, all children are equally important and children with dis-
abilities are welcomed into the infant-toddler centres and preschools.
Children with disabilities are referred to as having ‘special rights’ rather
than ‘special needs’. This recognises them as strong children who can
play a full part in the life of their group.
Two-way relationships
Strong, positive relationships between people lie at the heart of the

Reggio Approach. The relationships between teachers and children,
parents and teachers, children and parents are two-way relationships.
Teachers, children and parents respect each other and listen to each
other’s point of view.
The diagram below shows the way in which the relationships between
children, parents and teachers are seen in Reggio.
teachers
parents children
The triangle of relationships
14
Relationships
Parents, children and teachers are at each corner of the triangle.

They each have their own role to play, and they are all equally impor-
tant. The arrows show the two-way interactions between the different
groups.
Involving parents
Parents have played a central role in the infant-toddler centres and pre-
schools of Reggio Emilia from the very beginning. The first preschools,
founded after the Second World War, were a symbol of hope for the
future. Since then, parental participation has been at the heart of the
development of the Reggio Approach.
The staff of the centres value the important role that parents play in
their children’s development and learning. Parents are expected to be
actively involved in the life of each centre and in return their opinions
are respected by staff. Parents take part in group meetings with the
teachers, atelieristas and pedagogistas and they also play a role in the
management of the centres through their involvement in early childhood
councils.
Relationships with the community
Over the last 60 years the relationship between the early childhood
centres and the city of Reggio Emilia has grown and developed. The
municipality invests money in the preschools and infant-toddler centres
and in services for families. In turn, the early childhood centres see it as
their responsibility to nurture good citizens of today, and of the future.
The centres take every opportunity to tell the local community about their
work, often by displaying the children’s projects, thoughts and artwork
in shops, theatres, parks and in the streets of the city.
In the Reggio Approach children learn how to behave as responsible
members of society. Here, society means the child’s family, the adults
and children in their infant-toddler centre or preschool as well as the
wider community in which they live. The powerful children of Reggio
15
Relationships
Emilia are helped to understand that they have duties and responsibili-
ties as well as rights. The routines within the early childhood centres
are designed not only to respect children’s rights, but also to give them
opportunities to be responsible and carry out their duties.
Positive relationships in the Early Years

Foundation Stage
Relationships are an important value of the Reggio Approach. Our own

curriculum guidance documents in the UK put an emphasis on the qual-
ity of relationships between children and adults. Parents are recognised
as children’s first educators. Parents and practitioners working together
well helps children to develop as well-rounded individuals.
EYFS 2.1 Respecting each other
Every interaction is based on caring professional relationships and

respectful acknowledgement of the feelings of children and their
families.
The key messages behind this commitment are:
● Respect for others is the basis of good relationships.

● Babies and children learn who they are and what they can accomplish
through relationships.
● Children learn about others through their relationships. They become
aware that others may have different needs, feelings and ideas from
their own.
● Through friendships children learn that there are other viewpoints
besides their own and develop interpersonal skills.
● Effective relationships foster children’s emotional and social
development.
16
Relationships
● Responsive, supportive, warm and respectful relationships between

children are bolstered when these qualities feature in interactions
between adults.
● Good relationships between practitioners and parents enable prac-
titioners to build on family and cultural practices when tuning in to
children’s needs and ideas.
EYFS 2.2 Parents as partners
Parents are children’s first and most enduring educators. When par-
ents and practitioners work together in early years settings, the results
have a positive impact on children’s development and learning.
The key messages behind respecting parents as partners are:
● Parents provide a learning environment which is enduring and

comprehensive.
● Home and community must be recognised as significant learning
environments in the lives of children.
● All parents can enhance their child’s development and learning.
● Parents have the right to play a central role in making decisions about
their child’s care and education at every level.
● Successful relationships between parents and educators can have long-
lasting and beneficial effects on children’s learning and well-being.
EYFS 2.3 Supporting learning
Warm, trusting relationships with knowledgeable adults support

children’s learning more effectively than any amount of resources.
The key messages to think about here are:
17
Relationships
● Bringing together knowledge about individual children and knowl-

edge about what they can learn enables practitioners to plan and
provide for meaningful next steps in learning.
● Adult support in the EYFS must include scope for independent learn-
ing, timely guidance and ongoing reassurance and encouragement
to enable young children to feel secure, valued and individually well
cared for. There should be a balance of child-initiated and adult-
initiated activities.
● Children learn best through their interactions with people who know
and relate to them well.
● Practitioners should place great store on listening to what parents
say about their children’s needs and how they make themselves
understood.
● Listening to children enables practitioners to create meaningful activi-
ties that help them to make connections and tackle new ideas.
● Through play in which they take the lead and make choices children
develop their own thinking and encounter new ideas.
EYFS 2.4 Key person
A key person has special responsibilities for working with a small

number of children, giving them the reassurance to feel safe and
cared for and building relationships with their parents.
The important principles behind the key person approach are:
● The key person makes sure that each child for whom they have spe-
cial responsibility feels individual, cherished and thought about by
someone, in particular while they are away from home.
● The key can help parents to build a partnership with professional staff
and make sure that parents know about their child’s day.
● The key person is likely to have a powerful impact on a child’s
18
Relationships
well-being, their mental health and their opportunities to think and

learn.
Inspiration from the Reggio Approach
In the infant-toddler centres and preschools of Reggio Emilia two-way

relationships are of great importance. To the visitor it is clear that team-
work plays an essential part in the daily life of the centres. Practitioners
from the UK who have visited Reggio, and been inspired by what they
saw, have looked at different ways to improve the quality of relationships
in their setting.
The areas they have thought about are:
● having a shared image of the child

● working together and valuing relationships
● active listening
● consulting with children
● involving parents
● relationships with the community.
Having a shared image of the child
For a staff team to work together successfully you must agree an image
of the child that you can all share. You will need to set aside time to do
this together. All of us have an image of how we think children should
be. We will have formed this image in many different ways – the way we
were brought up ourselves, what we have learned about young children
and what we have seen happening in practice. Remember it is important
that all staff have an opportunity to share their views of children and
childhood.
The Early Years Foundation Stage Guidance requires practitioners to
view children as competent, confident individuals. This means respecting
19
Relationships
children and listening to their ideas and opinions. It involves encouraging

them to be independent, to make choices and try things out.
As a team you will need to decide how to do this in practice. You will
need to think about:
● how all staff engage with children

● the language, including body language, you use
● the role models you provide
● how you provide opportunities for independence
● giving ‘real’ choices to children and supporting the choices they
make
● allowing risky freedom.
Competent, confident children ask lots of questions and can be chal-

lenging to be with. It is important that you share your image of the child
with parents so that the children receive consistent messages at home
and in your setting.
Your image of the strong child has to be very easily seen in all your
daily routines and practices. You will probably need to review your set-
ting’s policies to make sure they reflect this.
When you are appointing new staff use the interview to share the
image you have of children and to make sure they can sign up to it.
Working together and valuing relationships
Teamwork and cooperation make an enormous contribution to enjoyable

and effective learning for children and adults. Providing opportunities for
children and adults to work together as part of a group, each making their
own contribution, helps children to recognise and value the knowledge
which different individuals have. Children of different ages can work
together, learning from one another and sharing skills.
Children learn how to build relationships by copying the behaviour of
the adults around them. By cooperating well with colleagues, speaking
20
Relationships
politely to them and being interested in what they have to say you can
provide a good role model for children to follow. Adults working as part
of a team can share observations and use their combined experience to
plan together how best to extend children’s learning.
Active listening
Active listening involves showing that you are interested in what children
have to say. Some children will be able to express their ideas and feelings
Asking questions without using words
21
Relationships
easily in words, but others may find this more difficult. They may be too
young to use language or they may not yet have mastered the technic-
alities of putting complex thoughts and ideas together in words. Other
children may not have the confidence to speak out.
For all children it is important to pay careful attention to the many
different ways they use to communicate. This could be by their facial
expression, their body language, how they stand or move or how they
behave in a particular situation.
Making time to listen to children can be planned in as a part of your
daily organisation and routines. At the beginning of the morning or after-
noon the children could come together as a group to discuss what they
are going to do during the session. This gives children an opportunity to
talk about things that are important to them and to think about how to
organise their ideas. This is an opportunity for you to model how to listen
carefully to help children to learn to listen to one another.
Where this group meeting happens is important. It needs to be some-
where where everyone can sit comfortably, can hear one another, and
where you won’t be interrupted.
Talking and listening together in a group also helps children to learn
how to negotiate with one another and agree how to share equipment
and resources. Shared plans, negotiated and agreed at the beginning of
the session can always be referred back to later in the day if any conflict
arises. These then become practical opportunities to reinforce teamwork
and cooperation and show children the importance of individual rights,
duties and responsibilities.
Active listening can take place anywhere – indoors or outdoors.
Remember there are many opportunities for extending children’s play
and learning when they are outdoors. You can do this by listening
to and watching what is going on around you and then intervening
appropriately.
Consulting with children
Children have views and opinions about the setting they are in, the
organisation of their day and the resources and equipment that they have
22
Relationships
to use. They may express these opinions in various ways – through avoid-
ing areas of the setting, ignoring certain resources or showing that they
enjoy some aspects of their daily routine more than others. Consulting
with children and encouraging them to tell you about their likes and
dislikes is a very obvious way of showing that you value what they have
to tell you.
You could ask for their ideas and opinions by talking with them, or you
could help them to use a camera to take photographs of places they like
and places they don’t like. Talking together about these photographs will
help you think together about why the layout and routines of the setting
are arranged in a particular way. This will help children to appreciate
why some things are as they are as well as to identify things which could
be changed.
Remember, if you consult with children, and ask them for their ideas
about things, you have to be prepared to change things in response to
what they tell you.
Involving parents
Strong positive relationships between parents and early years staff is an

essential part of supporting young children’s learning and development.
Parents have unique knowledge about their child which you will want
them to share with you. When a child first joins your setting spend time
talking to the parents and listen carefully to the words they use to describe
their child. Listening to parents will give you an insight into how they
view their child – for example, ‘Is he/she confident, outgoing, talkative,
friendly, shy, quiet, thoughtful, or self-conscious?’ This information will
help you to provide the correct environment and support to enable the
child to settle well and enjoy the experiences available to them. Take
full account of cultural differences and work hard to ensure that all chil-
dren see positive images around the setting with which they can directly
identify.
In return, parents are entitled to as much information as possible about
your approach to working with children. Be aware that some parents will
be more comfortable than others with understanding your approach and
23
Relationships
Presenting information for parents in an interesting and attractive way
may need lots of encouragement and support. Provide parents with clear,
straightforward information about what happens in your setting, how the
space is laid out and how the day is organised. An ‘identity card’ with
pictures of the staff, a plan of the building and the routine of a typical
day will help parents to feel part of the life of the setting.
Photographs and children’s comments recorded during the course
of the day can be put into a ‘daily diary’ positioned where parents and
carers pick children up at the end of the day. Looking at this informa-
tion before they collect their child will give parents a starting point for a
conversation with their child about what they have been doing during
the day.
Involving parents in projects carried out in the setting gives them a
greater understanding of how young children learn. It also allows you to
draw on a wide range of expertise and experience
24
Relationships
It is important for children who attend your setting to be aware of the

wider community they live in. This is particularly important for those
children who attend your setting regularly, from an early age, and spend
the whole day with you. Taking children out regularly to explore the
local environment is one simple way you can make them more aware of
the wider world. You could go out regularly to visit a local park or green
space. If your setting is in a town you could take a group of children out
to explore the built environment all around them – the houses, shops
and public buildings around their setting. Planning regular visits to the
same place at different times of year will help children to appreciate the
changes which happen through the seasons. Outside visits need careful
planning and a thorough risk assessment. Spend time talking to parents
so they understand why you feel it is important to take children out and
how this supports their learning and development.
Helping children to learn about the world of work
25
Relationships
Children’s understanding of the community they live in can be encour-

aged by inviting visitors in to your setting. These might be people who
live and work locally, people who do particular jobs, or representatives
of different ethnic groups. Again, you will need to plan carefully to make
these visits a success for everyone – the children, the visitor and the staff
team. Helping children to learn about the world of work, and the differ-
ent jobs which people do, will all support their growing understanding
of what it means to be a citizen in a community.
It is equally important that the local community understands about
the work which you do in caring for and supporting the development
of young children. There are opportunities to do this through becoming
involved in community events, arranging for children’s pictures, draw-
ings, models and projects to be displayed in public buildings such as
the library, the tourist information centre or the town hall. Think about
possibilities for linking up with businesses and firms which your parents
work for.
In Reggio Emilia they feel so strongly that the work of the infant-toddler
centres and preschools should be visible to the people who live in the
city that they use the expression, ‘the city of the children, the city for the
children.’
The ‘snapshot’ which follows demonstrates how listening to children,
respecting their ideas and working cooperatively with colleagues and
parents can bring huge rewards for everyone.
Snapshot
Remodelling the garden
In a preschool a discussion between staff about the garden and how

it was currently used led to an outline plan to redesign the outdoor
space.
In small groups the children went for a walk around the garden and
were encouraged to think about the things they would like to be able to
do outside. This discussion went on for over a week to give the children
time to think about different possibilities and to develop their ideas. At the
26
Relationships
same time parents were informed about the garden project and invited
to input their ideas, skills and experience.
The children came up with many different ideas, some more practical
and feasible than others. Adults and children spent time discussing all
the different ideas and eventually agreed on a small range of projects,
some of which could be started immediately, and others which would
take longer to carry out. The children were quick to volunteer the skills
of their parents to assist.
One idea, popular with many of the children, focused on making a
‘reading den’ in a corner of the garden – a wooden base and frame which
could be draped with fabric to create a special place to look at books, or
play with toys and friends. Parents and staff provided the woodworking
skills to build the frame. One member of staff worked with a small group
of children to plant up the adjacent border with scented plants and herbs,
donated by the local garden centre.
The reading den quickly became a favourite place for children to play
outside, changing its identity from a shop to a den to a tent to garage,
to a boat to a space rocket, depending on the interests of the group
using it.
The offcuts of wood from the frame had been stacked in a low pile
nearby, along with some large stones and a rotten branch. Within two
weeks the area was a rich source of insects, spiders, worms and woodlice.
Children and staff then worked together to devise ‘ground rules’ for
the use of the ‘reading den’. These helped to ensure that everyone had a
chance to use the den and that the plants and the log pile were respected
and not disturbed.
Throughout the project staff took photographs and noted the children’s
comments and ideas. This information was put together in a documenta-
tion panel which was displayed in the local library.
Reference
DCSF (2008) Early Years Foundation Stage; Setting the standards for
learning development and care for children from birth to five.
27
Relationships
Further reading
StrozzI, P. and Vecchi, V. (eds) (2002) Advisories. Italy: Reggio Children.
Five- and 6-year-old children from the Diana school tell incoming
3-year-olds about their new preschool. This publication gives a wonder-
ful insight into the Reggio experience as seen through the eyes of the
children.
Davoli, M. and Ferri, G. (eds) (2000) Reggio Tutta: A Guide to the City
by the Children. Italy: Reggio Children.
A description of a long-term project involving al the preschools and

infant-toddler centres in Reggio Emilia. An example of the strong rela-
tionships which exist between the children of Reggio Emilia and the city
itself.
Questions to think about
A shared image of the child
● Have we spent time coming to a shared understanding of our image

of the child?
● Do we understand what this means in practice?
● Do we provide opportunities for children to make decisions and be
responsible?
● Are we good role models for children, colleagues and parents?
Relationships with parents
● How do we show parents that we value them and the role they play?
28
Relationships
● Do we use photographs and written comments to help parents under-

stand young children’s learning?
● Do we listen well to what parents have to say to us?
● Have we spent time planning and developing our ‘key person’
approach?
● How well do we understand our place in the community?

● How do we help children to become aware of this?
● What opportunities could we use to improve the local community’s
understanding of what we do?
● Do we use visits, visitors, outings and events to help children see their
place in the community?
29
3 Creativity
Creativity and the languages of expression
Loris Malaguzzi’s ideas about creativity and creative children have

shaped the development of the Reggio Approach. Malaguzzi believed
that all children are naturally creative and that they should have opportu-
nities to develop their creative skills and expression. It was also his idea
to have an atelier, a studio, in each centre and to include an atelierista,
a person with particular creative skills, as a member of staff.
When Loris Malaguzzi talked about children’s learning he used the
expression ‘the hundred languages of children’. This recognises that
creative children have many different ways of expressing themselves.
Malaguzzi emphasised that adults should listen carefully to the many
different languages that children use – including talking, singing, danc-
ing, painting, drawing and performing.
In Reggio, creativity is at the heart of all learning experiences for young
children. It is not tied to any particular area of the curriculum, but instead
is a way of thinking, knowing and making choices and can be demon-
strated in any aspect of learning.
The Reggio Approach encourages the development of children’s crea-
tivity by providing:
● open-ended resources
30
Creativity
● a rich variety of experiences

● space to explore materials
● time to develop ideas
● freedom to solve problems and try things out
● the opportunity to learn skills
● adults as role models of creativity.
Intelligent materials
To support young children’s creative expression teachers in Reggio pay

careful attention to the types of resources they provide for the children.
In both the infant-toddler centres and the preschools there are very few
‘toys’ which have only one purpose. Instead the centres are stocked with
a wide range of open-ended resources which children can explore and
use creatively.
Many of these are natural resources and include wood, stone, shells,
cones, seeds and leaves. Alongside these are materials which come
from the creative recycling centre in Reggio Emilia known as Remida.
Children have access to beads, glass, bottles, paper, card, tubing, fabric,
plastic and metal.
The term ‘intelligent materials’ is used to refer to this vast range of
creative resources. This encourages children to think of them as valuable
and full of potential, ready to be transformed into any manner of new
creations and inventions.
From a very young age babies and children in the infant-toddler centres
and preschools are helped to develop their skills in working with clay and
wire. These two materials not only help to develop children’s manipula-
tive skills, they also encourage children to use their imagination.
The exhibition of the work of the preschools of Reggio Emilia, which
tours the world, is called the Hundred Languages of Children. It is a
wonderful example of what creative young children can think, say
and do.
31
Creativity
Creativity in the Early Years Foundation Stage
Being creative means using knowledge and skills to make connections

between different areas of learning, and putting ideas together in new
and unusual ways. Creativity is important across all six areas of learning
and development and is not just linked with creative development. This
has been recognised in the EYFS framework by including a commitment
about ‘creativity and critical thinking’ in the learning and development
theme separate from other areas of learning and development.
EYFS 4.3 Creativity and critical thinking
When children have opportunities to play with ideas in different

situations and with a variety of resources, they discover new con-
nections and come to new and better understandings and ways of
doing things. Adult support in this process enhances their ability to
think critically and ask questions.
The key messages about supporting young children’s creativity are:
● Creativity emerges when children become absorbed in exploring the

world around them.
● Directing children’s attention during play often disturbs a child’s
flow of ideas but adults can, and should, contribute by following
children’s leads.
● Sharing children’s thinking makes adults aware of children’s inter-
ests and understandings and enables them to foster development of
knowledge and ideas.
● Children discover new meanings when they explore possibilities and
create new connections between people, places and things.
● Creativity fosters critical thinking by allowing children to review and
reinvent.
32
Creativity
Creating a climate for creativity
Defining creative development as one of the six areas of learning in the

foundation stage emphasises the importance of creative expression for
young children. The Reggio Approach demonstrates to us that creativity
is much broader than this.
In the Reggio Approach creativity is about having ideas, using imagina-
tion and solving problems. Creativity is not just linked to art, music and
dance; it is a part of all areas of learning. Children can be creative when
they explore language, mathematics, construction, scientific exploration
and design technology.
To support young children’s creativity it is important to think about
how you can:
● listen to children’s different languages of expression

● value ‘creative spaces’, indoors and outdoors
● provide open-ended resources
● encourage, and manage, opportunities for risk and challenge.
Languages of expression
Children communicate their thinking not just through what they say,
but also through painting, drawing, construction, role play, small-world
play, movement, music making, singing, dancing, exploring and problem
solving. These are all the activities that take place daily in a high-quality
early years setting.
Being aware of all these different languages of expression means we
need to see the value of all the different aspects which make up children’s
play. This will involve ideas developed by the children from their own
experiences as well as activities planned by you as a practitioner, and
could be happening indoors or outdoors.
As adults we all have different interests and talents and will naturally
33
Creativity
find it easier to connect more easily with some aspects of children’s play
than others. For example,
● the outdoor enthusiast will see the value of digging in the garden and
finding earthworms;
● the musically talented will appreciate a baby’s attempts to use differ-
ent resources as a drum;
● the practically minded will value the importance of children explor-
ing how different materials behave when you try to build with them.
In addition, we all approach learning in different ways. Some of us will

be largely visual learners and rely heavily on using our eyes, and on
illustrations and pictures to make sense of the world. Others will be
auditory learners and will prefer to use our ears to hear information and
instructions. Others will be largely kinaesthetic learners and will learn
best when able to feel and handle objects and to move around to physi-
cally experience things with our bodies.
To support young children’s learning it is important to understand the
value of all these different types of experiences and learning preferences
in young children’s development.
This involves:
● making sure the daily activities and opportunities planned for the
children provide a wide variety of experiences;
● guarding against accidentally giving out messages to children, or
parents, that some activities, experiences or forms of expression are
more important than others;
● paying attention to the different ways in which individual children
approach their learning, not assuming that everyone learns in the
same way as we do.
34
Creativity
Creative spaces
In some settings it may be possible to have a separate room as a studio,

but in all settings, children’s creativity can be encouraged and supported
by taking care over the way you arrange your environment, indoors and
out. In Chapter 4 you can find some ideas about how to make use of
light, shadow, colour and reflection in the design of different areas of
your setting.
A creative area in your setting should be a place where children can:
● use high-quality ‘art materials’ for drawing, painting and modelling

● learn the skills of using resources and materials creatively
● store part-finished projects and display ‘work in progress’
● learn the value of storing and displaying open-ended resources and
materials in an orderly and beautiful way.
Using high quality art materials
Providing children with a range of different art materials to represent their

ideas and theories (Chapter 6) will help them to explore their thinking in
different ways. In some situations it will be more appropriate to provide
fine paint brushes, pens and pencils rather than ‘fat’ brushes and chunky
crayons. ‘Fat paintbrushes’ produce ‘fat paintings’, when sometimes a
child may want to record the fine detail in the picture they are creat-
ing. Think about the range of paint colour choices you offer to children.
Sometimes it may be better to offer:
● fewer choices of colour

● less vibrant colours and more pastel shades
● several shades of the same colour – think about how you could help
children to investigate subtle colour mixing.
Covering easels and tables with newspaper to protect them is common
35
Creativity
practice – newspaper is cheap and easily disposed of. However it can also
be messy, provides a very dull background and can distract from the work
a child is involved in. Using plain lining paper instead gives a powerful
message to children about how much you value their creative efforts.
Learning creative skills
With all creative resources and equipment for children – drawing and
painting materials, clay and dough, cutting and joining tools and musical
instruments – it is important for children to be taught the skills they need
to use the materials creatively and safely.
Children will only understand the many different ways in which clay
can be manipulated – by pushing, prodding, squeezing, squashing, roll-
Using interesting tools to manipulate and shape clay
36
Creativity
ing, cutting and joining – when they have had the opportunity to watch
an adult, or another child, working clay in all these different ways.
Displaying work in progress
Learning from the Reggio Approach will involve you in helping children
to develop some of their ideas and explorations over an extended period
of time. They will need to be able to store things safely so they can come
back to them at a later date.
Organising your creative area so that you can display children’s work
in progress will demonstrate to everyone – children, staff and parents
– how much you value their ideas. These displays can become an impor-
tant and constantly changing part of the environment of your setting.
Displaying these part-finished projects will encourage other children and
adults to comment, ask questions and become involved.
Storing and displaying resources
When you are collecting together reclaimed resources and equipping

your creative space think about how you will store and display them.
For children to use them creatively they need to be attractively presented
and easily accessible. If children cannot see things or find them easily
they won’t be able to use them.
Referring to reclaimed materials as ‘junk’ or ‘scrap’ and paying little
attention to how they are stored and presented to the children is unlikely
to encourage them to value and respect these resources.
Think about the contrasts in the following situations:
● a shelf containing sets of empty boxes, some circular, some rectangu-

lar, stacked neatly on top of one another in size order;
● the same boxes pushed one on top of another into a plastic dustbin.
Which do you think is likely to stimulate children’s creativity more?
37
Creativity
Displaying natural and reclaimed materials attractively encourages

children to use them creatively
Creativity outdoors
A creative space can be set up outdoors as well as indoors. It provides

an opportunity for children to use skills and experiences in a different
context and so make links in their learning. Outdoors children can
explore, investigate, construct and be creative on a larger scale than
they can indoors.
There are many different ways you could set up your outdoor creative
space. You may decide to:
● set it up with magnifiers, art materials, chalks, paints, charcoal and

easels and encourage children to look closely at the natural world;
● provide a wide range of natural and recycled materials – wood,
gravel, sand, leaves, grasses, seeds, cones, fabric strips, plastic bottles,
twine and hessian for pattern making, mosaics and weaving;
38
Creativity
● stock the space with large pieces of wood, planks, crates, guttering,
pipes, fabric sheets, ropes, boxes, buckets and tubes for building
large-scale constructions and dens;
● use it as a space where children can investigate shadows, ‘painting
with water’ or reflections in a puddle;
● use it as an outdoor performance area – for stories, role play, music
making and dance.
Open-ended resources
Offering a wide range of open-ended resources to children to investigate

and use will encourage them to use their imagination and creativity.
From a very young age they will build up their understanding of different
materials by exploring what they look like, what they smell like, what
they taste like, what they feel like and how they behave when you poke
or prod them, or wave them around.
An outdoor performance area built from locally resourced materials
39
Creativity
Babies and toddlers
A collection of baskets containing everyday objects and carefully selected

natural materials will give babies and toddlers many different creative
opportunities. You can vary the contents of the baskets depending on the
age of the children and change the collection depending on the particular
experiences you are focusing on.
Everyday objects you could use for babies include:
● kitchen tools: wooden, plastic and metal spoons of different sizes,

rolling pin, sieve, pastry brush, jelly mould, salad servers;
● bathroom accessories: nailbrush, small flannel, sponge, loofah, plastic
duck, pumice stone, hairbrush, toothbrush, bath plug and chain;
● fabrics: towelling, knitted material, fleece, a piece of cotton, carpet
tile, chiffon, net curtain material, silk fabric.
Collections for toddlers can include:
● materials: large pebbles, driftwood, small offcuts of wood, cork mat,

glass paperweight, plastic cup, rubber ball, metal bowl, small china
dish, paper plate;
● scented collection: sprigs of lavender, lemon or orange, soaps,
scented candle, herbs, empty perfume bottles;
● natural materials: shells, large pebbles or polished stones, pine cones
of different sizes, leaves of different shapes, twigs, sand, large seed
pods, conkers, pieces of tree bark.
As with all the other resources in your setting you would need to check
these collections of resources regularly to make sure they are safe and
clean, and to supervise children when they are using them.
40
Creativity
Three- to 5-year-old children
For older children open-ended resources provide interesting starting

points for all sorts of creative ideas. Natural materials such as wood,
stone, leaves, cones, seedpods, bark, cork, shells and sand can be used
for construction, for sorting and classifying, for measuring and count-
ing and for pattern making. A collection of conkers, shells or polished
stones is just as useful a counting set as a tub of plastic counters or mini
dinosaurs.
Recycled materials are often available at very little cost from your local
creative recycling centre. These resources provide you with a wealth of
interesting materials for children to use. The sorts of resources you can
obtain include offcuts of wood, plastic tubing, paper and card of different
thicknesses and textures, plastic discs, metal washers and springs, zips,
buttons, fabric samples, wool and thread, plastic cones, cardboard and
leather offcuts.
Resources can be attractively presented outdoors as well as indoors
41
Creativity
Think carefully how you present these resources to the children. The
more attractively they are presented, the more likely the children are to
use the resources creatively. Perhaps you could set them out in clear
plastic trays arranged in colour-coded patterns, similar to the arrange-
ment you find in a paint or fabric colour chart. This attention to detail
will show the children how much you value the materials, will encourage
them to choose and use them creatively and to clear them away carefully
when they have finished.
Managing risky freedom
To be creative children have to feel confident to take risks and try things
out. Part of this will involve them ‘taking risks’ with their ideas. This
means being confident to ask questions and put forward ideas without
being afraid that people will either laugh at them or tell them they are
wrong. You can develop this ‘climate for creativity’ through the way
you build children’s self-confidence and self-respect by being an active
listener and a good role model.
Encouraging children to ‘try things out’ involves you being comfortable
with what is known as ‘risky freedom’. To learn fully about the world they
live in it is very important for them to have the opportunity for all sorts of
different ‘guided experiences’. These ‘guided experiences’ might include
finding out how to handle a glass object safely, learning how to climb
a ladder or a set of steps, being shown how to saw a piece of wood or
hammer in a nail safely. These experiences all carry an element of risk
but being aware of what risk is, and how to manage it, is an essential part
of children developing an appreciation of danger.
Risk in any situation can be minimised by carrying out a thorough risk
assessment. Remember risk assessments are there to make experiences
and activities as safe as possible; they are not intended to be used as an
excuse for not doing things.
The following ‘snapshot’ demonstrates what creative expression might
look like with very young children.
42
Creativity
Snapshot
Toddlers, tubes and boxes
A toddler is sitting on the carpet surrounded by a set of small boxes which

nest inside one another, a pine cone, a cardboard poster tube and a large
chiffon scarf. Her key worker is sitting opposite her, watching, talking to
the toddler about what she is doing, but not intervening.
The toddler investigates the boxes one by one, trying to put the pine
cone into each one in turn. After a long time trying things out she puts
A delightful creative game with a scarf and a tube
43
Creativity
the pine cone in the middle-sized box and puts the lid on. She puts the
lid on the largest box and offers it to her key worker.
Discovering the box is empty the adult pretends to be disappointed.
The toddler takes the box back, wraps the middle-size box up in the
chiffon scarf and offers this to the practitioner as a present. The game
continues for some time, exchanging boxes back and forth.
Next, the cardboard tube is added to the toddler’s play. The key worker
drops the pine cone into the open end of the tube and expresses great sur-
prise when it rolls out of the other end. The toddler abandons the boxes
and scarf and plays for some time with the cone and tube – discovering
along the way what happens when you hit yourself on the head with a
cardboard tube.
The practitioner mimes peering down the tube and the toddler cop-
ies this. She then in turn mimes speaking into the tube and putting it
to her ear. This game with the tube continues for some time until the
adult pushes the chiffon scarf into the open end of the tube. The tod-
dler pulls the scarf out, drops it over her head and collapses in a fit of
giggles.
The whole interaction has lasted about half an hour; several times dur-
ing the encounter the nursery manager used a digital camera to record
what was happening. These pictures will be shared with the child’s
parents at the end of the day. A written comment from the key worker
describing the context of the encounter will be added to the pictures
before including them in the display on the wall of the nursery. Later in
the week the encounter will be used in a staff meeting to develop their
understanding of young children’s learning.
Further reading
Vecchi, V. and Giudici, C. (eds) (2004) Children, Art, Artists: The

Expressive Languages of Children: The artistic language of Alberto Burri.
Italy: Reggio Children.
This book tells the story of a series of projects involving children from
infant toddler (0–3 years) to middle school age (8–9 years). It contains
44
Creativity
detailed descriptions and illustrations of young children’s interactions

with natural and recycled materials. The second part of the book con-
tains a series of essays which look at the role of children’s creativity in
the Reggio Approach.
Valuing children’s creativity
● Do we understand what creativity means?

● How do we recognise and value our own creativity?
● Do we give children enough time and opportunity to develop their
creative expression across all areas of learning?
● How do we demonstrate that we value the different languages of
expression that children use?
Developing creative places
● Do we pay enough attention to the way the environment is set out to

encourage children’s creativity?
● Do we provide children with a wide range of high-quality ‘art materi-
als’ so they can represent their ideas?
● Is children’s ‘work in progress’ well presented and displayed?
● Have we developed our outdoor spaces so they encourage creative
expression?
Providing open-ended resources
● Do we give children resources which will stimulate their creativity?

● Are the resources presented attractively?
45
Creativity
● Do we make enough use of freely available natural resources?

● How do we encourage, and manage, opportunities for risk and
challenge?
46
4 The environment
The environment as the third teacher
The quality of the environment in the infant-toddler centres and pre-

schools is an important value of the Reggio Approach. It plays an active
role in how children play and learn. The environment includes the build-
ing itself, how the rooms are organised, what they look like and what
resources and equipment they have in them. The two teachers working
with each class or group think that the environment is so important that
they call it ‘the third teacher’. This expression recognises that the envi-
ronment is such a high priority that organising it well is the equivalent of
having a third teacher in the room.
By planning the environment carefully teachers show clearly what
they value for young children and their families. The entrance areas are
welcoming, the layout is tidy and practical and the atmosphere is calm
and joyful. Open-ended resources and equipment encourage curiosity,
creativity and communication. Photographs and descriptions on the walls
tell the stories of children’s learning journeys. The overall impression is
of a beautiful place to be.
47
The environment
Every space has a purpose
Some of the early childhood centres are purpose-built and others are
found in refurbished buildings. They all include small spaces, large open
spaces, thresholds between the inside and outside, and outdoor areas.
In Reggio they look carefully at the use of space and use the expression
‘every space has a purpose’. This involves looking carefully at how dif-
ferent spaces are planned and used.
For children there are spaces where they can:
● be creative
● make choices
● explore and investigate
● think and reflect
● be involved in projects
● communicate
● have privacy.
For teachers there are spaces where they can:
● meet with colleagues to share observations and plans

● study
● have privacy.
For parents there are spaces where they can:
● share their children’s learning

● meet with others
● make their views known
● join in the life of the centre.
48
The environment
A typical ‘Reggio school’
As well as the home bases for groups of children, which in Reggio are
called classrooms or sections, each building also has a number of special
rooms.
These special rooms are the piazza, the atelier, the kitchen and dining
room and the courtyard. They are modelled on the squares, galleries,
restaurants and parks of the city of Reggio Emilia.
The piazza is a large space in the middle of the building where chil-
dren of different ages meet and play together. Large equipment such
as kaleidoscope mirrors, dressing-up capsules and puppet theatres are
found in the piazza.
The atelier, or studio, is usually found off the piazza. This is where
groups of children take part in creative activity with the atelierista on
a daily basis. The atelier is equipped with a wide range of creative
resources, including clay, art materials, reclaimed and natural materials.
A mini atelier is also attached to each classroom.
The kitchen and the dining areas are very important parts of the cen-
tres. Mealtimes are seen as very valuable opportunities for the children’s
personal and social development. Tables are laid out by the children
with tablecloths, flowers and real crockery, glasses and cutlery. The
kitchen staff play a vital role in the life of the centres and large windows
between the kitchen and the rest of the centre allow the children to see
them preparing meals.
The courtyard is an open-air space next to the piazza which the chil-
dren can access at all times. It creates an indoor/outdoor space. In Reggio
the courtyard is called the ‘classroom without a roof’.
The environment in the Early Years Foundation Stage
In Reggio the architecture of the buildings and the layout of the rooms
all support the philosophy behind the Reggio Approach. The spaces are
designed to allow each child, and each group of children, to have daily
opportunities to play, to explore and discover, to communicate and to
develop relationships.
49
The environment
In the EYFS framework the theme ‘enabling environments’ takes a

broad view of many different aspects of the overall ‘environment’ of a
setting. As well as looking at the learning environment, it covers obser-
vation, assessment and planning; supporting every child and the wider
context.
EYFS 3.3 The learning environment
A rich and varied environment supports children’s learning and

development. It gives them confidence to explore and learn in secure
and safe, yet challenging, indoor and outdoor spaces.
The key principles behind organising the environment are:
● Babies, toddlers and young children thrive best in an environment

that supports and promotes their active learning and development.
● Young children require space, indoors and outdoors, where they
can be active or quiet, and where they can think, dream and watch
others.
● The space needs to be appropriate for the age and development of
all the children so that they can have suitable access to it and can
interact within it.
● The space needs to be secure, appropriately heated and aired and
free from hazards.
● There need to be well-organised areas and resources, both natural
and manufactured, which are accessible to the children.
● There should be opportunities for a range of activities such as soft
play, paint mixing, growing plants, mark making, looking at books,
reading stories, or exploring the properties of materials such as clay,
sand or water.
● The space, both indoors and outdoors, should preferably be available
all the time so children can choose activities and follow their interests.
50
The environment
● Outdoor learning is enhanced by an environment that is richly

resourced with play materials that can be adapted and used in dif-
ferent ways.
● Children need the support of attentive and engaged adults who are
enthusiastic about the outdoors and understand the importance of
outdoor learning.
● The outdoor space needs to offer shade and shelter, and children
should have opportunities to experience changing seasons and the
passing of time.
● In deciding what is an ‘appropriate environment’ it is important to
understand the way babies, toddlers and young children learn and to
provide for the age and stage of the children concerned.
● There is no ‘ideal’ environment as babies’ and young children’s
interests change, and the environment should change in response to
these changing interests.
In all the infant-toddler centres and preschools in Reggio Emilia the

same design features can be seen. The beautiful and striking environ-
ments make a lasting impression on everyone who visits Reggio. Many
practitioners from the UK have been inspired to re-examine the layout
and design of their own environments to see how they can be changed
to fully support the Early Years Foundation Stage. The features they have
looked at are:
● visibility
● flexibility
● light and shadow
● reflection
● multi-sensory spaces.
51
The environment
Visibility
Being able to see in and out of rooms helps us to see ourselves as part of
a wider community. We can see what is happening elsewhere and feel
connected to everyone and everything in our setting. It stops us feeling
cut off from children and staff in other rooms and from the outside world.
When centres are being designed or refurbished it is possible to look
at different ways of dividing off rooms and spaces. Walls can be half-
height, made partly of transparent materials or have internal windows.
Porthole windows in doors, at child and adult height, can give glimpses
of what is happening beyond the home base. Doors can be replaced by
open archways or ‘saloon’ doors.
As adults, we appreciate how being able to see out of windows is
important for emotional well-being. We feel comfortable knowing what
is happening outside, being aware of the time of day, the weather and the
seasons. Most buildings we live and work in have windows positioned
so that adults can do this. We need to consider ways of making sure that
children too are able to observe the world outside. If your setting has
high windows think about replacing them with lower windows or patio
doors. If that isn’t possible try raising the floor level by building a fixed
platform area for children to stand on.
There are very simple things we can do to ensure that we make the
most of the visibility we have. Draw children’s attention to things that are
visible outside. Make sure that you lift babies and toddlers up to see out
of the windows. Avoid covering the windows with pictures and paintings;
use voile if you need to screen large windows from public view.
Flexibility
Different groups of children and staff will have their own ideas about the
environment they like to play and work in. Some areas of the room may
be fixed, for example the area where water is explored, but most spaces
can be changed and used for different purposes at different times.
Instead of using fixed items of furniture to create areas within the room
try open shelving, clear perspex screens or large weaving frames as room
52
The environment
dividers. Areas for rest and sleep can be softened and the ceiling lowered
by using lightweight drapes and canopies.
Rooms filled with fixed furniture, tables and chairs leave little opportu-
nity for flexibility or space for children to move around. Think carefully
about how many tables and chairs you need to have in a room and look
at other possibilities for some activities – would children be more com-
fortable playing on the floor, or at a low table or platform?
Is there an area in the room where children can build a den? Den
building – using frames, sheets or blankets – is an important way for
children to have an element of control over the environment they are in.
They can choose and use the den building materials independently and
learn to cooperate together as a team during the building process. The
den itself then becomes an ideal place for children to play together in
small groups, encouraging communication and fostering relationships.
Many settings have looked at ways to provide more flexibility by
increasing children’s use of the outdoors. This includes opening doors
and giving children free access to the outdoor area as well as placing
resources and activities that are traditionally used indoors in the outdoor
area. This can include mark making and creative materials, small-world
play toys and props for imaginative play.
Children who attend the setting regularly throughout the year may
spend a lot of time in a room base; it becomes a home away from home
for them. Talking to them about how the room is laid out, and what they
like (and dislike) about it will help them feel an important part of the
setting. Changing the appearance of the room on a regular basis helps to
keep it fresh and exciting – for adults and children alike.
Light and shadow
As adults we are all conscious of light and shadow, but perhaps take
them too much for granted. Light and shadow are resources which young
children find fascinating, and they are available for next to nothing.
Large, low-placed windows give children lots of opportunities to expe-
rience natural light and to become aware of shadows. Look around your
setting at different times of day and see where the sun comes in to the
53
The environment
room. Then draw children’s attention to the sunlight as it moves slowly

across the room. Puzzling out why this happens is a wonderful way of
encouraging children to come up with ideas and to try to explain them.
Help the children to notice the shadows that different objects make when
the sun shines on them. Discuss their size, their shape, their colour, and
why they change.
Investigating shadows outdoors provides endless variety and encour-
ages children to look more closely at their surroundings. Different areas
of the outdoor space will be in shadow at different times of day, and
shadows themselves vary through the day. Sometimes they are small and
fat, other times long and thin. They may be ahead, behind, or alongside,
but they are always there whenever the sun is shining.
Using dimmer switches means that light levels in some areas of the
room can be brought right down. This gives children the chance to
experience the magic of darkness and provides the contrast needed to
explore light and shadow properly. A light box placed in a darker part of
Objects on a light box encourage exploration and investigation
54
The environment
the room will draw children in to look closely at natural and transparent
objects placed on it. They can investigate pattern and colour and explore
what things are made of and how they behave.
Light from an overhead projector placed on a low table, or on the
floor, can be projected onto a plain wall, a sheet, the ceiling or the floor.
Objects placed on the projector screen create dark, pale or coloured
shadows and can be moved around to create large pictures, patterns
and stories. These all provide interesting starting points for conversations
and discussions and opportunities for small groups of children to play
together cooperatively.
Reflection
Mirrors are an endless source of fascination for young children as they

invite self-discovery and promote self-awareness. Reflective or mirrored
Mirrors placed just above floor level encourage young babies to

investigate their reflections
55
The environment
surfaces can be created in many different ways. Mirror tables, mirror

exploratories and ‘infinity boxes’ can be placed in different parts of the
room to present resources to the children in new and different ways.
This will prompt children’s curiosity and encourage them to explore
and investigate. Mirrored surfaces at child height – along the walls,
on the sides of furniture units and as free-standing mirrors – all engage
children’s attention and help them to see the world from different angles
and viewpoints. Children will catch sight of themselves and their friends
while playing, and will spend long periods of time interacting with their
reflections. In this way they become very familiar with the way in which
reflected images move, supporting their mathematical understanding of
position, shape, space and measure.
Reflective surfaces placed at angles to one another, for example in
a kaleidoscope or triptych mirror, create interesting ‘mirrored dens’ for
children to explore and investigate. The multiple images and interesting
effects produced by the reflections act as wonderful starting points to
stimulate children’s imagination and support their language development.
For safety reasons acrylic safety mirror is used in place of glass in the
Multiple reflections in a kaleidoscope mirror invoke surprise

and delight
56
The environment
UK. High-quality acrylic provides a good reflection, but can be damaged

by scratching so it is important to think about the resources you provide
for the children to use in mirrored equipment, and to use perspex protec-
tive covers wherever possible.
Out of doors, shiny objects create reflections and can give unusual and
interesting glimpses of the sky and the clouds. The surface of a puddle
will also act as a reflective surface if it is very smooth and still.
Multi-sensory spaces
Often we use our sense of sight to gather information about what our
environment is like – we tend to focus on what it looks like. It is important
to remember that young children, and particularly babies, will also be
using their other senses – hearing, smell and touch – to explore the space
they are in. Planning a multi-sensory environment will give children lots
of opportunities to develop their whole range of sensory awareness.
Remember to consider the environment from the perspective of very
young children. They are much closer to floor level than we are as adults
and how they ‘see’ the setting when they look around varies with how
old they are. Babies in particular will have a great interest in the floor,
the skirting boards and the ceiling. Try crawling around your setting and
looking out of the windows to get an impression of what it is like. What
does it feel like? What does it smell like? What does it sound like? What
does it look like?
Textures
Different textures and materials used as floor coverings and on walls and
doors will give children lots of sensory opportunities and, as they become
older, will help to develop their vocabulary and language. Consider how
you could use carpet, lino, tiles, slate, AstroTurf, brick, stone, wood,
metal, fabric, mirrors and perspex in ways which encourage children to
become familiar with these different materials – what they feel like, what
they smell like and what they sound like.
57
The environment
Colour
Think about how you use colour in your setting. We have a tendency in
the UK to use lots of strong vibrant colours in environments for young
children. Toys and equipment for young children are often brightly col-
oured as well, as are children’s clothes. This can lead to a confusion of
colour in a room, making it hard to pick out individual items. Rugs and
table coverings with complicated bright patterns on them can make it
very difficult for children to focus their attention on the resources they
are playing with. Pastel colours can help to create a calm and peaceful
environment. Paler colours on walls, ceilings and floors and plain table
covers will provide a neutral backdrop and resources, displays and
equipment will stand out better.
Sound
Creating ‘quiet spaces’ within busy early years settings can sometimes be
challenging. Children need to have restful quiet spaces they can escape
to where they can relax, talk quietly, look at books and think. This could
be a semi-permanent feature in one part of the room, with a canopy,
rugs and floor cushions, or a temporary space created by the children as
a den.
Music can be used very effectively to create a ‘mood’ within a room.
Children will respond differently to quiet calm music and loud vibrant
music – try playing different music in the background while children are
drawing or painting and observe how this affects the artwork that they
produce.
Smell
There are lots of different ways in which we can develop children’s

awareness of their sense of smell. These include bringing into the setting
scented flowers and plants, pot-pourri, and strongly scented wood such
as cedar and freshly cut pine. By simply encouraging children to smell
58
The environment
everyday things as well as looking and touching we can make them more
aware of their sense of smell. Meal times are ideal opportunities during
the day to encourage children to focus on smell, and to try to guess what
something is by what it smells like.
Outdoors
The outdoor environment of your setting is an ideal place to encour-

age children’s awareness of smells and sounds. A sensory garden with
herbs and other strongly scented plants can be created in a corner of
your outdoor area, or in a large container or tub. Brushing against the
leaves releases their scent so think about placing some plants where
the children will touch them as they play. Wind chimes, placed so they
catch the breeze, can produce a variety of different sounds depending
on the material they are made of – metal, plastic, bamboo or shells, for
example. Encourage children to listen carefully to sounds outdoors and
to try to identify different things in their environment from the sounds
that they make.
Thinking about the importance of the environment and how you might
improve it is an essential step towards bringing the Reggio Approach
to your early years setting. The practical ideas in this chapter will help
you begin. The following ‘snapshots’ of good practice show how two
early years settings have been influenced by Reggio’s approach to the
environment.
Snapshots
An environment for babies and toddlers
The manager of a newly opened children’s centre was inspired by a visit

to Reggio Emilia and wanted to create an environment which would
be attractive for the youngest children in the centre, parents and staff.
Some areas of the building were to be rebuilt and others were changed
by thinking imaginatively.
59
The environment
The ‘meeters and greeters’ table
The entrance to the children’s centre is a welcoming place which

invites the visitor in. It has photographs of children busy with activities,
a display showing all members of staff and their roles in the centre, and
a plan for parents and visitors to help them find their way around. Low
windows in the toddler room overlook the path to the entrance and
new arrivals can be seen by the young ‘meeters and greeters’ inside the
building.
Outdoor clothes and shoes are stored in lockers inside each of the
home bases. This encourages parents to enter the building and to engage
in conversation with key workers, rather than ‘dropping off’ their children
at the entrance.
The rooms for babies and toddlers appeal to all the senses. Different
textures are found on the floors and walls, mirrors are used so that chil-
dren can see things from different angles and there are small, curtained
spaces to play peekaboo or to hide in. Sleeping areas include wicker
60
The environment
‘nests’ which the children can climb in and out of independently.

Ceilings have soft drapes and canopies made from transparent fabrics,
and dimmer switches, torches and a light box give different levels of light.
In the bathrooms and changing areas multi-sensory experiences come
from a variety of scents, textures, mirrors and music.
Ben’s Bistro
A nursery decided to focus on how it could improve the environment

at mealtimes by developing a ‘bistro’ with the older children. The staff
began by talking to the children about cafes they had visited and what
they liked about them. They talked about how the tables and chairs are
set out, the decorations, the way tables are laid, how the food is served
and how ‘customers’ are expected to behave. It was decided that the
bistro needed to be special – a beautiful place where children could be
with their friends and serve the food themselves.
After much discussion with the children, mealtimes in this nursery are
now very different.
In the half hour before lunch three or four of the children – this week’s
lunchtime waiters – begin to transform their home base into ‘Ben’s
Bistro’. The rest of the group listen to a story in the next room and begin
to get ready for lunch. In the bistro, tables and chairs are moved into
groupings of six or eight places and covered with tablecloths. Each table
is decorated with a vase of flowers or a small plant and a menu setting
out the choices for the day.
The waiters set places for six or eight people at each table using place
mats, serviettes, china plates and bowls, real cutlery and glass tumblers.
This is a perfect opportunity for children to count, match, order and sort
in a ‘real life’ situation. When all the arrangements are complete one of
the waiters makes a final check to make sure that everything is in place
and that the bistro is ready to open for guests.
The rest of the children are then invited into the bistro for lunch. The
food is brought to each table in serving dishes and the children are
encouraged to serve themselves and to help one another. Adults sit with
the children during the meal. Over lunch, the adults and children talk
61
The environment
together about things that have happened during the morning or about
what is happening in the children’s lives at home.
Mealtimes are now relaxed, social occasions with plenty of time to eat,
talk and enjoy the company of friends. At the end of the meal the waiters
help to clear the tables and tidy up and reorganise the room, ready for
the start of the afternoon session.
Practitioners point out that changing the environment in this way on a
daily basis requires planning and organisation as well as a shared under-
standing amongst staff of the importance of mealtimes.
Further reading
Ceppi, G. and Zini, M. (eds) (1998) Children, Spaces, Relations:

Metaproject for an Environment for Young Children. Italy: Reggio
Children.
This book describes a research project carried out in Reggio Emilia by

architects, engineers, designers and educators. The research looked
closely at the relationship between the pedagogy of the Reggio Approach
and the architecture of the infant-toddler centre and preschool buildings.
In the book the authors describe how the physical environment can be
a partner in the learning process for young children.
Every space has a purpose
● Walk around your setting – does every space have a purpose?

● Is it clear why each space is arranged the way it is?
● Do we know which spaces children, staff and parents like or dislike?
● Are there some spaces we would like to change?
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The environment
The environment as the third teacher
● Does our environment help or hinder what we want to do?

● How often do we change the layout of our room?
● Do we make use of light, shadow and reflection?
● Do children have lots of opportunities to experience textures, smells
and sounds?
Inside and outside
● How flexible can we be in giving children access to the outdoors?

● Do we make good use of learning opportunities outdoors, and in all
weathers?
● How do we make the most of the natural world?
● Can we bring ‘the outside in’, or take ‘the indoors out’?
63
5 Time
Valuing time
Time is valued in the Reggio Approach for all the different opportunities
it provides. In particular educators in Reggio value time for:
● continuity – children and teachers build up strong relationships as

they stay together for the whole three-year period that children attend
the centre;
● daily life – time to be, to do, to meet, to play, to think and reflect, to
talk, to listen, to rest and to eat;
● long-term projects – known in Reggio as ‘progettazione’, which last
from a few days to three months.
Time for continuity
The Reggio Approach values the phase from birth to 6 years of age as a
stage in its own right, not simply as a preparation for the future. Teachers
and parents in Reggio do not talk about ‘getting children ready for
school’. Instead they value giving children time to experience the joy of
being 1 or 3 or 5 years old.
64
Time
Pictures and stories from projects which have happened in the past are
part of the environment of the school, indoors and out. There are draw-
ings, photographs, descriptions and models in the classrooms, the atelier,
the entrance hall, the piazza and the garden. These traces of children
who have gone before help the current children to see that they are part
of a much larger community. Keeping and displaying young children’s
work in this way also gives children very powerful messages about how
important the adults think their learning is.
Time during the day
The preschool and infant-toddler centre day is planned so that children

can spend long periods of uninterrupted time on activities which interest
them. If a particular experience engages their attention they are able to
revisit it many times to consolidate their understanding.
Organisation of the day
There are only three fixed times in the day – the start of the morning ses-
sion, lunchtime and the time when children leave. This allows children
to be involved in activities for long periods of time.
A typical day in an infant-toddler centre
7.30–9.00 Children arrive

9.00–11.00 Morning session
11.00–12.00 Lunch in the dining room
12.00–1.00 Quiet activities, preparation for sleep and mid-day departure
1.00–2.45 Afternoon sleep and quiet play
2.45 Afternoon snack
3.00–3.30 Reflecting on the day and preparing for departure
3.30–4.00 Children leave
4.00–6.20 Extended day for parents who need the service.
65
Time
A typical day in a preschool
7.30–9.00 Children arrive; child-initiated activities

9.00–11.30 Large group session followed by play and organised work
activities in large and small groups
11.30–12.00 Coming together and sharing the morning’s experiences
12.00–1.00 Lunch in the dining room
1.00–3.00 Afternoon nap and quiet activities
3.00 Snack in the classroom
3.30–4.00 Children leave
4.00–6.20 Extended day for parents who need the service.
Time for long-term projects
Anyone who has seen the Hundred Languages of Children exhibition will
be aware of the large-scale, long-term projects which young children in
Reggio are involved in. Some of these projects may last only a few weeks,
others go on for up to three months. Occasionally a large-scale project,
such as ‘Reggio Tutta’ (‘All About Reggio’), can last up to two years. This
project looked at the children’s views and feelings about living in the
city of Reggio Emilia and it involved the whole network of infant-toddler
centres and preschools.
A starting point for projects can come from children’s interests and
questions, events that have happened in the centre or ideas that the adults
suggest and the children are keen to follow up on. In the early stages of
a project a lot of time is spent by teachers and children talking about dif-
ferent possibilities and investigating different ideas. The final choice for
a project comes out of this discussion, but at this stage the final product
and how long it will last have not been decided.
A small group of children who are particularly enthusiastic about the
idea take on responsibility for the project. Work on the project happens
in the classroom, in the atelier or in the mini atelier on a daily basis for
as long as is necessary. At the beginning of each morning session there is
a class assembly where children agree what they are going to do for the
morning, where they are going to do it, and who they are going to work
66
Time
with. A group of children involved in a project will then work together on

some aspect of it for part of the morning session. In the half hour before
lunch the children come together again as a class and share what they
have been doing during the morning. This helps to keep the whole class
connected with the progress of a project and gives them a chance to
offer their own ideas and observations. Projects end when teachers and
children decide to move on to a new topic of interest.
In the Reggio Approach it is always the learning process, not the final
product, which is important.
Time in the Early Years Foundation Stage
In Reggio, planning the structure of the day around three fixed points
– arrival time, lunchtime and home time – creates a flexible routine in
which children have time to explore their interests and spend uninter-
rupted periods of time on things which engage their curiosity. Long-term
projects enable children to revisit activities again and again and learning
environments are organised so that ‘work in progress’ can be left out from
one day to the next.
In the principles and commitments of the EYFS we recognise the
importance of providing time for children to follow their interests and
consolidate their learning.
EYFS 3.1 Observation, assessment and planning
Babies and young children are individuals first, each with a unique
profile of abilities. Schedules and routines should flow with the
child’s need. All planning starts with observing children in order to
understand and consider their current interests, development and
learning.
● Overall daily routines will include: babies’ feeding times, snack or

mealtimes for children, time for unhurried arrival, settling in and
leaving, provision for outdoor activities as well as indoor, quiet time
67
Time
or times for rest or sleep, time for stories and for individual or very
small group interaction with staff.
EYFS 4.1 Play and exploration
Children’s play reflects their wide-ranging interests and preoccupa-

tions. In their play children learn at their highest level. Play with
peers is important for children’s development.
● Practitioners should allow children to dictate the pace, length and

focus of activities and any interventions should be subtly supportive.
EYFS 4.2 Active learning
Children learn best through physical and mental challenges. Active

learning involves other people, objects, ideas and events that engage
and involve children for sustained periods.
● The range of activities available should enable all children to find

something that is relevant to engage and sustain their interest.

● Creativity emerges when children become absorbed in exploring the

world around them.
● Creativity fosters critical thinking by allowing children to review and
reinvent.
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Time
Sustained shared thinking happens when adults show genuine interest,

offer encouragement, clarify ideas, and ask open questions which sup-
port and extend children’s thinking and help them to make connections
in learning.
Making the most of time
Thinking about all the different things which happen during the day and
seeing the value each can bring to young children’s learning and devel-
opment will help you to make the most of the time children spend with
you in your setting. During the course of the day children need time to:
● play, explore and investigate

● communicate with one another and with adults
● think and reflect
● eat and drink
● rest and sleep
● be outdoors
● be involved in long-term projects.
Planning a daily routine which works well for both adults and children
depends on achieving a balance between organisational needs of the
adults and the interests and needs of the children. In any well organised
setting certain events have to take place at specific times of the day, but
within this framework it is possible to adopt a flexible approach which
also makes the most of the many learning opportunities which arise from
everyday routines.
69
Time
Time to play, explore and investigate
For children to develop their interests and extend their learning they need
opportunities to become engrossed with ideas and activities which inter-
est them. Organising your daily routine to give children uninterrupted
time, and planning the environment so that they can have the opportunity
to come back to activities again and again will help to develop children’s
skills of concentration, persistence and diligence.
In Reggio, babies and young children spend a great deal of time explor-
ing natural and reclaimed materials, light, shadow, colour and reflection
(see Chapters 3 and 4). Open-ended materials and resources are provided
on a daily basis for children to use as starting points for investigations.
Alongside these, rooms are equipped with light boxes, overhead pro-
jectors, mirrors and shadow screens to encourage children to observe
carefully, experiment and use their imagination.
Time to communicate
A ‘whole group time’ at the beginning of the morning when children

gather together to discuss what they are going to do during the day is an
ideal occasion to develop speaking and listening skills. This is an oppor-
tunity to share with children the ideas and activities which have been
planned for the day and gather their input into what might happen. It
gives children the opportunity to think about all the different possibilities
on offer and helps them to make informed choices.
During these group sessions children can put forward ideas about
what they want to do, where they would like to be and who they want
to work with. These provide ideal opportunities to practise the skills of
negotiation and cooperation and help children to learn some simple time
management skills.
Gathering together again as a group before lunchtime draws the morn-
ing session to a close and is a time for children to share with others what
they have discovered during the morning. Children can practise the com-
munication skills needed to explain their ideas and observations and can
70
Time
learn how to listen to the contributions of others. Plans can also be made
for how time will be spent during the afternoon session.
Time to think and reflect
To consolidate their understanding children need time and regular

opportunities to reflect on what they are doing and think about what
they have learned. Reflective practitioners can support this process by
valuing this ‘thinking time’ and by creating opportunities during the
day when children are encouraged to stand back and think about what
has happened. Photographs of children involved in activities, and tape
recordings of children’s conversations are ideal prompts to encourage
this type of discussion.
Time to eat and drink
Regular meal and snack times and free access to drinking water are an
important part of the daily routine of any early years setting. Snack time
during the morning can be arranged over a period of half to three-quarters
of an hour, with children having their mid-morning snack together in
small groups. This again provides an ideal opportunity for focused con-
versation about what children have been doing, for practising the skills
of pouring drinks and cutting fruit and for appreciating the importance
of being polite and helpful to one another.
By recognising all the important social learning opportunities which
exist around mealtimes, lunchtime can become a highlight of the day,
and an important social occasion, rather than a chore to be got over
with as quickly as possible (see ‘Ben’s Bistro’ p. 61). Children can help
to prepare the room and the tables for mealtimes, developing their
mathematical understanding as they do so. Lunchtime becomes a time
for practising a wide range of social and physical skills as well as an
opportunity for trying out new things.
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Time
Time to rest and sleep
Rest and sleep make a vital contribution to a healthy lifestyle for young
children. Tired children are irritable, unable to concentrate and unlikely
to benefit from the learning opportunities on offer to them. Time and
space for children to rest quietly and to sleep is an essential feature of
an early years setting. The time when children are resting is an ideal
opportunity for practitioners to write up observations made during the
morning session. It is also a good time to think about the kinds of expe-
riences it would be appropriate to offer children next in order to move
their learning on.
Time to be outdoors
It is well recognised that children benefit from the opportunity to play,

explore and investigate outside for at least part of the day, whatever the
weather. The outdoors offers opportunities to:
● move around freely, to run, jump, dance and perform;

● build and construct on a grand scale;
● experience the weather and the seasons;
● observe the movement of shadows and the passage of time;
● explore all the interesting and unusual features of the natural and the
built environment.
Managing time outdoors will depend on the design of your building, the
nature of your outdoor space and the organisational structure of your set-
ting. Time spent outdoors is as effective and useful in supporting young
children’s learning as time spent indoors. Indeed, for some children it
will be more effective. Being flexible and open-minded in timetabling
the use of your outdoor space is essential.
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Time
Time to be involved in long-term projects
Planning longer-term projects to carry out with children is an ideal way

of capitalising on children’s interests and curiosity while at the same time
providing meaningful opportunities to extend their skills, knowledge and
understanding.
Starting points for projects may come from:
● ideas the children have while they are investigating and exploring;
● situations or events which arise ‘spontaneously’ in the setting;
● suggestions which you as practitioners make and then discuss with
the children;
● ideas put forward by colleagues, parents or members of the local
community.
When planning a long-term project it is important to be as open-minded

and flexible about the final outcome as possible. Remember it is the learn-
ing which children experience during the process of the project that is
important, not the final outcome or product. Children’s long-term interest
and involvement in the project will be maintained if they can see that their
ideas are being taken seriously and are shaping the progress of the project.
As a project develops children need regular opportunities to remember
how the work they are currently involved in relates to things that have
happened in the past. Plan time into your weekly schedule to do this and
use photographs, drawings, pictures and records of conversations to act
as prompts to help children to remember.
The time and effort invested in carrying out a long-term project will
result in a product which everyone – adults and children – feels proud
of. Rather than consigning this to a cupboard at the end of the year, you
may like to think about finding a way of making it a long-term feature of
your setting. This will bring a sense of history to your setting which will be
obvious to new parents and children and to new recruits to the staff team.
The ‘snapshot’ which follows describes a long-term project which was
inspired by the Reggio Approach, but which is firmly rooted in the culture
of the local community.
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Time
Snapshot
The enchanted garden
Children and staff of a nursery school in north-west England worked with

an artist and an engineer on a long-term project which resulted in an
installation to enhance the nursery garden.
The final outcomes, and the title of the project, were not decided
before the project began. Instead a starting point was chosen – in this
case a visit to the local botanic gardens – and children were encouraged
to experience many different aspects of the natural environment.
Back in the nursery, time was spent discussing the visit – children
investigated the leaves, branches, seeds and pods they had brought back
with them and made paintings and drawings.
One of the bird sculptures made during the Enchanted Garden project
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Time
During this period the adults talked to the children about their experi-
ences and waited for a theme to arise. Out of this process came the theme
for the project – blue trees for the birds to perch on.
Children’s experience of birds was then enhanced by providing books,
pictures and artefacts around the setting to act as starting points for chil-
dren’s creative expression.
The blue bird tree installed in the nursery garden
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Time
Children spent time expressing their ideas in many different forms

– drawing and painting pictures of birds, making model birds in clay,
creating shadow puppets and acting out their ideas about birds through
movement and performance.
Time and care was taken to provide the materials and resources chil-
dren needed, including the human resources of creative adults. Children
spent time practising the woodworking skills they needed to design and
make birds out of wood.
As the project progressed the small group of children who were most
closely involved in creating the bird sculptures were given time to report
back regularly to the rest of the group, keeping them closely involved
with development of the project.
Finally, time was set aside to celebrate the installation of the final
construction, with the bird tree now a permanent feature of the nursery
grounds.
Throughout the process adults spent time on documenting the
children’s learning using photographs, video and tape recordings of
conversations.
Further reading
Vecchi, V. (ed.) (2002) Theater Curtain: The Ring of Transformations.

Italy: Reggio Children.
A beautifully illustrated description of the project carried out by chil-

dren from the Diana school which led to the production of the safety
curtain for the Ariosto Theatre. A detailed description of a long-term
project.
Giudici, C., Rinaldi. C. and Krechevsky, M. (eds) (2001) Making Learning

Visible: Children as Individual and Group Learners. Italy: Reggio
Children.
A joint publication with Project Zero at Harvard University in America.

This looks at the learning of children and adults in groups and gives very
76
Time
detailed examples of daily life in a preschool and infant-toddler centre.

It is an ideal text for supporting continuous professional development.
The pattern of the day
● How do we decide what the pattern of the day in our setting should
be?
● Do we give children enough uninterrupted time to become involved
in activities that interest them?
● Can children return to ‘work in progress’ later in the day/week?
● Are our routines flexible enough to allow children to follow their
interests?
Time for children to think and reflect
● Do we encourage children to spend time thinking about what they

have done?
● How do we help them to remember things that have happened?
● Is time for discussion and conversation valued?
● Do we spend time helping children to refine their ideas and consoli-
date their learning?
Time for long-term projects
● Do we spend enough time on planning and carrying out long-term

projects?
● How do we help children stay connected with a project over a long
period of time?
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Time
● Do we give children time to develop their skills and understanding?

● How well do we enable children to manage their own time?
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Learning and
6 teaching
Children and teachers learning together
Research is at the heart of the Reggio experience and the Reggio Approach
is constantly evolving as teachers learn more about how young children
learn.
In Reggio the adults in the infant-toddler centre and preschools believe
that the role of the teacher is not just to teach, but to learn. The teachers
learn from one another, from the atelierista and the pedagogista. They
also learn from the children with whom they share experiences and ideas
on a daily basis. Being comfortable about seeing children as partners in
teaching and learning links back to the very powerful image they have
of the child in Reggio Approach (see Chapter 2).
Children are encouraged to think of themselves as researchers, devel-
oping their own understanding of the world. They do this from their own
experiences and from sharing the experiences of the other members of
their group, class or school – adults as well as children. There are times
during each day when children meet together to share experiences
and review events. The teachers help children to remember what has
happened and to develop the habit of reflecting on their previous expe-
riences. Working in this way helps children to see themselves as very
clearly connected to the other children and adults in their school.
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Learning and teaching
The curriculum framework
In the Reggio Approach, children and teachers do not follow a set formal
curriculum. Instead, children’s questions and ideas are used as starting
points for developing their learning and teachers use their skills and
experience to build on these foundations. Children and adults explore
ideas together, learning from one other and building their knowledge
and understanding together.
There is, however, a framework of ‘progettazione’ or ‘projects’ which
underpins the way teachers and children work together in Reggio. This
curriculum framework is based on the belief that:
● knowledge building is not linear or predetermined in advance

● the development of knowledge is a group process
● children produce their own theories and have their own values.
It is possible to divide the types of progettazione into four groups:
1. themed projects which cover four areas of learning which all children
will encounter each year. These are:
◗ relationships with oneself and others
◗ colour theory
◗ communication and representation
◗ books.
2. environmental projects which arise out of the core experiences,
resources and equipment available in the classroom, such as the
construction area, the light box, mirrors, message boxes, role-play
and book areas.
3. daily life projects which come from the daily assembly or daily life
at school. These projects might include:
◗ the journey to school or arrival and departure
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◗ mealtimes
◗ out of doors
◗ negotiation, forming groups and conflict resolution.
4. self-managed projects which are set up for children to do independ-
ently – individually or as part of a small group. These might be wire
sculptures, weaving or mandala pictures and patterns made from
natural or reclaimed materials without the use of glue.
Aspects of progettazione
Most of the projects in Reggio follow a similar pattern. All of the aspects
of progettazione listed below will be in place – making them more than
simply ‘projects’ as we know them in the UK.
1. Provocations, questions and wait time.

A provocation is introduced to the children – this is a stimulus or
thought provoker which invites wonder, curiosity and investigation.
This could be, for example, a photograph of the sunset, a giant leaf or
a striped snail shell. Children and adults will ask questions and then a
period of waiting may occur to enable the children to come up with
their ideas and theories.
2. Developing the project idea and giving the project a name. The pro-
gettazione have very carefully chosen names, many of them chosen
by the children themselves. For example, ‘Everything has a shadow
except ants’, ‘My nose is as full as a world’, ‘The monument to colour’
or ‘Horses in love’.
3. Carrying out the project.
4. Documenting the project. Of course, the documentation of the project
will happen from the beginning.
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Group learning
Group learning is very highly valued in the Reggio Approach. A great

deal of emphasis is placed on helping children to share their experiences
and learn from one another. Time is planned during the day to create
many opportunities for children to work together in small groups. In a
learning group children are encouraged to express their ideas and to lis-
ten to the ideas of others. In this way they learn the skills of negotiation
and cooperation and how to play a part as a member of a team.
Children spend a lot of time representing their ideas and theories about
the world and how it works. The word ‘represent’ is thought of as ‘re-
present’ where ideas are expressed first in words, then in drawings, 3-D
models and, sometimes, through movement. The children are encour-
aged to talk about what their pictures show and to explain their drawings
and models to the other members of their group. As they ‘re-present’ their
thoughts in different ways they begin to understand their own ideas more
clearly, and to develop their critical thinking skills.
Documentation
Documentation describes the process which teachers in Reggio use to

help them understand young children’s thinking and learning. In the
Reggio Approach documentation is used as a way of making children’s
learning visible to the children themselves, to teachers and to parents.
Documentation involves observation. In this context observation
means not just looking at what children are doing, but listening to what
they are saying and tuning in to the many different ‘languages of expres-
sion’ which children use.
Different tools of observation are used for different age groups of children
and in different learning situations. These can include photos, video, writ-
ten notes, tape recordings as well as the children’s drawings and models.
With babies and very young children observation focuses on seeing
and noting their actions and body language. This includes the move-
ments, gestures and sounds that they make and the way in which they
approach different situations, resources and people.
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As children get older there is more emphasis on recording the words

the children use. When children are busy with an activity the teacher
often takes photographs to record the learning which is going on. These
photographs are always accompanied by written notes which capture the
exact words the children were using in their conversations. This pairing
up of words and pictures gives the teacher a much clearer picture of the
children’s thoughts and ideas.
Documentation also involves interpretation. Sharing observations with
others helps teachers to gain different viewpoints on what is actually
happening in any learning situation.
Teachers in the infant-toddler centres and preschools share their
observations every day. They talk together about what they have seen
and heard and help one another to interpret what children are learning
in different situations. They then use this information to plan what to do
next with the children.
The uses of documentation
In Reggio, documentation is used to:
● record progress and development by helping teachers to see and

understand the learning of individual children, as well as recognising
the contribution they make to the learning of the whole group;
● value children’s ideas by paying attention to the way children’s work
is presented and shared;
● encourage children to reflect by giving them the opportunity to revisit
their earlier experiences and develop their understanding of their own
learning processes;
● help with planning by suggesting to teachers which resources, experi-
ences or skills to offer children next;
● involve parents by providing information about the life of the centres,
helping them to understand more about their child’s learning;
● add to teachers’ professional development by producing evidence
83
which can be reviewed, discussed and reinterpreted with colleagues

and the pedagogical advisory team;
● celebrate the life and work of the centres by taking children’s work
out of the centres into the public buildings, streets and shops of the
city of Reggio Emilia and around the world in the Hundred Languages
of Children exhibition.
Learning and teaching in the Early Years

Foundation Stage
In Reggio, teachers and children build their knowledge, understanding

and skills together – they are co-constructors of knowledge. The teachers
see the value in building their curriculum framework around the interests
of the children and the questions and ideas they present. Whilst the adults
are careful to recognise individual learning preferences, individual needs
and forms of expression, they acknowledge group learning as highly
important in their approach.
EYFS 4.4 Areas of learning and development
All areas of learning and development are connected to one another

and are equally important. All areas of learning and development are
underpinned by the principles of the EYFS.
The learning and development theme sets out the learning and develop-
ment requirements which underpin the six areas of learning:
● personal, social and emotional development

● communication, language and literacy
● problem solving, reasoning and numeracy
● knowledge and understanding of the world
● physical development
84
● creative development.
In addition there are three overarching commitments within the learn-

ing and development strand – play and exploration, active learning,
creativity and critical thinking which set out the principles behind young
children’s learning.
EYFS 4.1 Play and exploration
Children’s play reflects their wide-ranging interests and preoccupa-

tions. In their play children learn at their highest level. Play with
peers is important for children’s development.
EYFS 4.2 Active learning
Children learn best through physical and mental challenges. Active

learning involves other people, objects, ideas and events that engage
and involve children for sustained periods.

Effective learning for young children
EYFS curriculum documents describe effective learning for young chil-

dren as involving the following:
85
● children feeling safe and secure, which helps them to become con-
fident learners;
● children initiating activities which promote learning and enable them
to learn from each other;
● children learning through movement and all their senses;
● children having time to explore interests and ideas in depth;
● children learning in different ways and at different rates;
● children making links in their learning – making links in learning is
the basis of creativity and becoming an effective learner;
● creative and imaginative play activities that promote the development
and use of language.
Effective teaching
Teaching means systematically helping children to learn so that they are

helped to make connections in their learning and are actively led forward
as well as helped to reflect on what they have already learned.
Teaching has many aspects including:
● planning and creating a learning environment

● organising time and material resources
● interacting, questioning, responding to questions
● assessing and recording children’s progress and sharing knowledge
gained with other practitioners and parents.
Effective teaching includes:
● working in partnership with parents

● promoting children’s learning through planned experiences that are
challenging but achievable
86
● practitioners who model a positive behaviour

● using language that is rich and using correct grammar
● using conversation and carefully framed questions because this is
crucial in developing children’s knowledge
● direct teaching of skills and knowledge
● children teaching each other
● interacting with, and supporting, children in a way that positively
affects the attitudes to learning that children develop
● planning the indoor and outdoor environment carefully to provide a
positive context for learning and teaching
● using assessment to evaluate the quality of provision and practition-
ers’ training needs.
Continuity into Key Stage 1
The Primary National Strategy key aspects of learning (shown in the

table below) provide a framework for continuing the broad and balanced
approach of the EYFS into Key Stage 1. All these aspects of learning are
developed through the EYFS areas of learning and development and
are the building blocks for the national curriculum and the literacy and
mathematics frameworks.
The Hundred Languages of Children exhibition, which toured the UK in

2000 and 2004–05, inspired tens of thousands of practitioners in the UK.
The beautifully documented panels from the infant-toddler centres and
preschools of Reggio Emilia demonstrated the quality of the learning and
teaching which takes place on a daily basis.
Many of those who saw the exhibition, along with those who have vis-
ited the infant-toddler centres and preschools themselves, have reviewed
87
Key aspects of learning
Aspects of affective learning Aspects of cognition
Empathy Reasoning
Motivation Evaluation
Managing feelings Creativity
Social skills Enquiry
Communication Problem solving
Information processing
the teaching and learning in their own settings. The areas they have
looked at include:
● developing children’s ideas and theories

● planning open-ended projects
● individual and group learning
● documentation
● sharing learning with parents
● celebrating learning.
Developing children’s ideas and theories
Children are naturally curious from the day they are born. They very
soon begin to develop ideas and theories about the world around them,
even before they can express their ideas in words. Adults in your set-
ting need to engage with children on an individual basis, encouraging
them to express their ideas and feelings and listening to what they have
to say.
88
Having good conversations with children does not happen by chance.

As staff you need to plan opportunities to have good conversations –
choose a comfortable place, make sure you allow plenty of time, be
prepared to listen not talk. Decide in advance how you are going to
record both the conversations you have with children and those they
have with their group.
Use a tape recorder to record children’s discussions. This can then be
played back to the children at a later date, to remind them of what they
had to say and the good ideas they had. Remember that young children
do not have the ability to take notes to remind them of what they said,
thought and heard.
In order to develop children’s ideas and theories you need to provide
a climate where children are confident to ask questions, seek explana-
tions and develop their critical thinking and problem-solving skills. To
encourage children to ask questions you will need to:
● provide them with lots of opportunities;

● show, by your words and your body language, that you value their
answers;
● give children time to think and respond to questions you ask – don’t
be tempted to fill the silences;
● listen to children’s answers before asking the next question;
● be a role model by thinking out loud, asking yourself questions such
as, ‘I wonder why …?’, ‘What would happen if …?’
The sorts of questions which you will find useful in developing children’s
ideas and theories include:
● questions which follow the children’s interests and ideas

● questions which have more than one possible answer and which
encourage further investigation
● real questions to which you do not know the answer yourself. These
questions will encourage shared ideas, explorations and discoveries.
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Giving children the opportunity to express their ideas in a variety of

forms – in words, in pictures, in 3-D models – will help them to refine
their thinking and to experience deep-level learning.
Don’t forget that you will need to provide interesting objects and
experiences to stimulate children’s ideas and theories – like all of us,
they need something to think about which captures their interest and
motivation.
Planning open-ended topics
Often it can be easier for a practitioner to have a set idea of what it is

the children ought to learn, and a focused set of activities to make this
happen. It is essential that any planning system you use leaves room for
the unexpected, for spontaneity and for time to follow individual interests
in depth.
Using titles for projects which do not limit the scope of potential learn-
ing will make it easier to involve the children in deciding, and planning,
what they want to learn. Many practitioners have begun to move away
from specific project titles such as ‘People who help us’ or ‘My body’ to
open-ended projects such as ‘Let’s imagine’, ‘Stories’, or ‘Under a stone‘.
Projects such as ‘Light, shadow and reflection’ can be built around equip-
ment and resources in your setting. Daily routines can lead to projects
such as ‘Journeys’ or ‘What can I do to help you?’
Quite rightly, practitioners are expected to be aware of the learning
objectives of the experiences they provide for young children and to
plan accordingly. What is important is that there is a balance between
learning objectives which are decided by the adult/s and those which
follow the children’s interests, building on what they already know. Try
using the term ‘Emergent objectives’ (Thornton and Brunton 2004) for
a section within your planning format. This will allow you to include
the learning objectives, questions and ideas raised by the children
alongside those areas of learning which you have decided to plan for in
advance.
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Individual and group learning
Individual learning
As adults, we all have preferred ways of learning. Some of us prefer to

see, rather than hear, information. Some of us prefer to read about some-
thing, others need to really do it! Children are no different and they will
show their preferred ways of learning from an early age. Practitioners
need to be able to respond to children’s different learning preferences,
providing them with experiences which will encourage their individual
learning.
Children will also choose to express themselves in different ways,
showing what they have learned, what they have understood and what
skills they have acquired. Be prepared to value the learning of the child
who expresses himself through performance, music or physical play as
well as the child who prefers to draw, ‘write’ or role play.
The important thing is for all practitioners to recognise all children as
individual learners with a wide range of learning preferences and forms
of expression.
Group learning
In Reggio Emilia the educators focus on group learning in their early

childhood centres. Many early years practitioners are developing ways
to encourage genuine group learning for even the youngest children.
A good way to introduce group learning is to set the group a challenge
or a problem to solve, such as organising a visit to the local park for a
picnic, or making a giant sundial for the outside area of your setting. The
ideas and theories which come out of the challenge you set will help you
to plan for the next stage in the children’s learning.
When you plan for group learning to take place remember that:
● both adults and children are members of the learning group – and the
adult is not always in charge;
● children will learn to collaborate, work as part of a team and negotiate;
91
● as the adult, you may need to ensure that the group sets rules for itself
and sticks to them;
● children and adults together will develop critical thinking skills and
become emotionally involved in the work of the group;
● discoveries made by individual children will become part of the learn-
ing of all of the members of the group.
Documentation
One of the greatest influences that the Reggio Approach has had on early
years practice in the UK is the quality of documentation found in many
early years settings.
We have a long tradition of displaying children’s work but there has
often been a focus on displaying the final product, not the learning
process.
Increasingly, many early years settings use documentation to show
how:
● children acquire knowledge

● children organise and process knowledge
● children carry out research.
Documentation is being used to show how:
● practitioners listen to children

● practitioners increase their knowledge with, and about, children
● practitioners value children and their ways of learning.
Observations of children are being enriched by practitioners who:
● are sensitive to children’s different forms of expression

● observe using all their senses, not just sight
92
● actively listen to children, recording the actual words that children

say – this is how we find out what children are thinking and learning.
You can use many different tools to record observations – photographs

and videos, tape recordings, notes, sketches and written transcripts. The
children’s drawings and paintings and 3-D models will all contribute to
your observations of how children think and learn.
Instead of observing only what children are doing, you can focus on
their conversations and discussions, their interactions and relationships,
the way they use all their senses to explore the world around them.
When observing babies and toddlers, look carefully at their gestures,
stance and posture as these are all indicators of their interest, motivation
and learning.
Using documentation to share learning with parents and children
93
Sharing learning with parents
Most early years settings in the UK have systems for sharing children’s
development and daily activities with individual parents. There is also
a strong tradition of ‘having something to take home’ at the end of each
session.
Sharing children’s learning with parents can be more of a challenge.
You could try:
● a daily diary for the whole group using digital photographs and
observations;
● displaying documentation (photographs, the children’s words and
your observations) which shows the learning process rather than the
end product;
● an automatic PowerPoint presentation of the children in the entrance;
● well presented booklets for parents, created at the end of a project.
Celebrating learning
More and more early years practitioners are recognising the value of
engaging with the local community by making, and taking, opportunities
to celebrate children’s learning outside of the setting. There are many
different ways in which you can celebrate children’s successes, such as:
● taking part in local festivals, parades or special events;

● offering to create displays of children’s learning in local libraries,
supermarkets, museums or health centres;
● working with a local gallery to show how your children have been
inspired by art work and photography;
● developing a partnership with a local theatre or drama group to put
on a performance;
94
● persuading your local authority to develop a longer-term project with

your setting – perhaps around recycling or a child’s guide to your area;
● inviting the local community in to see your documentation of the
children’s, and, of course, your own, learning.
The following ‘snapshot’ describes how a practitioner in a daycare

nursery researched how an individual child’s creative expression was
influenced by interacting with other children in a group situation. She
used her skills of documentation to record the group of children’s con-
versations, ideas and interactions.
Snapshot
Making maps together
A group of 3- and 4-year-old children, accompanied by adults, had visited

a local pet shop and taken photographs to record the route they had taken.
These pictures became the subject of discussion at ‘circle time’ when a
small group of children decided to make drawings of their journey.
The children were offered large pieces of paper with a pencil outline
of the roads that they had gone down, with the intention that they might
then add drawings of the places that interested them, or that had been
recorded in photographs.
The children worked enthusiastically on their individual maps, but all
did not follow the original preconceived plan. The oldest boy in the group
had been on holiday to India at the time of the pet shop trip so, instead, he
drew the story of the journey that he had taken, talking animatedly about
it as he worked. On his map he drew, ‘Gatwick airport’, the ‘mountains
and sea’ that he saw from the plane and several of the houses where he
had stayed in India. Right at the end he drew over his drawing with black
pencil because: ‘It was night time when we came back.’
Several of the children were influenced by his talk of sea and beaches
and began talking and drawing their own holidays.
The following day a small-world play scene was created on a table
in the preschool room before the children arrived for the day. The route
95
to the pet shop was marked out in grey paper, some small-world cars
and people added, and a selection of pens was easily accessible so the
children could add to the map if they wished. Many children began by
playing with the cars and people inventing stories with them and each
other, but then gradually they started drawing on the map.
One of the boys said he was drawing a pond between two roads and
another child stared to help him. Eventually his blue pen went onto a
‘road’. This created great excitement and discussion as to what would
happen to the cars.
The children and adults discussed how they could warn other drivers
not to drive down the flooded road and three of the children decided to
draw warning signs. One of the boys wrote ‘ON’ (NO). Another drew a
circle with a line through it and then found some red paper and stuck it
over the road. The third boy drew a T-shaped line by the side of the road.
They all used their past experience and knowledge to solve the problem
in different ways.
The careful documentation of ‘making maps together’ enabled the
practitioner to discover how the different children in the group were
developing their reasoning and thinking, and making sense of the world.
By careful listening and timely intervention she was able to use the
opportunity to move the children on to the next stage in their learning.
The documentation was then shared with colleagues to help with the
interpretation of what had happened. This, in turn, was later shared with
the children’s parents along with photographs taken and the actual maps
which the children made.
Reference
Thornton, L. and Brunton, P. ‘Treasureboxes’, seminar at Planning

for Children’s Learning – Making the Most of Emergent Objectives.
London, September 2004.
96
Further reading
Giudici, C., Rinaldi. C. and Krechevsky, M. (eds) (2001) Making Learning

Visible: Children as Individual and Group Learners. Italy: Reggio Children.
This book looks at the learning of children and adults as individuals and
in groups and gives an insight into the power of documentation.
Castagnetti, M. and Vecchi, V. (eds) (1997) Shoe and Meter: Children

and Measurement. Italy: Reggio Children.
In the story told in this book, the children are confronted with a real-life
situation. The school needs a new work table, one which will be identical
to the others, the same size and the same shape. The children suggest that
a carpenter is invited to preschool and asked to build the table. When
the carpenter asks for the measurements the children agree to provide
them. But then the challenge is set – ‘Do you know how to measure?’
Trancossi, L. (ed.) (2001) The Future is a Lovely Day. Italy: Reggio

Children.
From a project carried out in the Fiastri and Rodari Preschools, a book
that collects thoughts and predictions on the future by 5- and 6-year-old
children.
‘The future can only be seen in the witch’s glass ball. We can’t see it:
I don’t know if I’m going to be good tomorrow! To know that you have
to study, to think with your head. The future is tomorrow ‘cause the glass
ball shows you what there’ll be tomorrow or what there was before.’
Ferri, G. (ed.) (1999) Everything has a Shadow Except Ants. Italy: Reggio
Children.
The children at the Diana and Gulliver preschools explore the everyday
encounter with shadows. This book is built around their theories and
thoughts about shadows and light.
97
Developing children’s ideas and theories
● Do we give children lots of opportunities to develop their ideas and

knowledge about the world around them?
● Do we value asking questions, having conversations and listening to
other points of view?
● How do we plan to ensure that we follow children’s interests and
build on what they already know?
● Is group learning valued in our setting?
Documenting children’s learning
● How do the observation techniques and recording systems we cur-

rently use help us to focus closely on the process of learning?
● How closely do we pay attention to, and record, the detail of chil-
dren’s interactions, particularly with very young children?
● Do we capture the exact words the children use to describe their
ideas and thoughts?
● In what ways can we help children to be actively involved in the
documentation process?
Sharing children’s learning
● Do we give children the opportunity to use documentation to revisit

their ideas and develop their understanding?
● Could we make better use of documentation to help parents feel con-
nected with their children’s learning?
98
● Do we use documentation to celebrate children’s learning within the

local community?
● Do we keep evidence of past projects as part of the history of our
setting?
99
7 Reflective practice
The Charter of Rights
In 1993 Loris Malaguzzi proposed a Charter of Rights to define the rights

of children, parents and teachers. The ‘Rights of the Teacher’ sets out
what teachers are expected to do to contribute to the life of the schools,
and what they can expect to receive in the way of support, help and
guidance. All teachers contribute to the development of the educational
philosophy and practice through discussion with the colleagues, with
the team of pedagogical advisers and with parents. In addition, they
are required to cooperate in the organisation of the environment and
resources and the daily organisation of the school. These expectations
of individuals are supported by the ‘flat’ hierarchical management
structure within the schools – everyone takes responsibility and plays
their part.
Teachers as researchers
In Reggio it is felt that the role of the teacher is not only to teach, but also
to learn. Staff take responsibility for their own professional development
and learn from discussions and debates with colleagues, the atelieris-
tas, the pedagogistas and with parents. There is an understanding that
100
Reflective practice
members of staff will constantly be improving their skills and knowledge

and will be engaged in ongoing research into how young children learn.
Teachers work in pairs with a class group of children and regularly
interact with one another throughout the working day. During the day
there are timetabled opportunities for them to share observations with
one another, look at documentation together and begin to interpret what
they have seen. Reflecting on these observations and interpretations
helps them to plan what opportunities and resources they will offer to
the children the following day.
Weekly meetings involving the whole staff team, including the peda-
gogista and the atelierista, allow time for ideas and observations to be
shared. Studying documentation of children’s learning experiences at
these meetings provides an opportunity to benefit from the viewpoints
and past experiences of others. These weekly meetings are used as
in-house staff training sessions for newer members of staff who then
benefit in a very practical way from the experience of their colleagues.
Everyone, regardless of experience, is expected to contribute their ideas
and opinions at these meetings and all opinions are listened to, discussed
and debated.
Revisiting documentation
The documentation which relates to projects which have been carried

out some time in the past is kept within the schools and in a central
archive known as the Documentation Centre. This information is a valu-
able record of children’s learning and is frequently reexamined to provide
information about the processes by which children learn. Documentation
panels are retained in the preschools and infant-toddler centres and help
to tell the story of the school. They remind children, parents and teachers
of projects that have happened in the past. It is not unusual for teachers
in Reggio to revisit a project which was carried out some years ago in
order to see how a different group of children and adults respond to the
same stimulus or starting point.
In the words of Carlina Rinaldi, pedagogical consultant to the Reggio
Children organisation:
101
Reflective practice
Documentation is not a technique, it is a way of guaranteeing

that we are always reflective and valuing the other point of view.
Documentation is a dialogue of the children’s learning and our own
development and knowledge.
(Rinaldi 2002)
Ongoing research
The Reggio Approach is itself a long-term educational research project

which is constantly evolving. As educators learn more about how young
children learn – through observation, interpretation, research and reflec-
tion – they change and adapt the way they work.
Research is a normal part of daily life in the infant-toddler centres
and preschools, and not something reserved only for academics and
universities. Large-scale research projects have been carried out on the
relationship between the physical environment of the buildings and
the educational philosophy and practice, involving children, parents,
teachers, architects and designers. The findings from this research then
influence the layout and design of the spaces for children, teachers and
parents (see Chapter 4).
Recently educators in Reggio have been involved in research on two
key areas of their buildings – bathrooms and entrances. They looked at
the purpose of these spaces, how they were used, how attractive they
were and how they could be improved. One very practical outcome
of this research was to move water play into the bathroom area. This
attention to detail is typical of the way in which all aspects of the Reggio
Approach are constantly being reviewed to understand better how they
contribute to the learning and development of babies and young children.
International networks
Worldwide interest in the early childhood services of Reggio Emilia has

led to the creation of an international network of educators inspired by
the Reggio Approach. The Hundred Languages of Children exhibition
102
Reflective practice
displays the documentation of some of the long-term projects carried

out in the preschools and infant-toddler centres. This exhibition tours the
world and has brought a taste of the Reggio Approach to many hundreds
of thousands of educators and parents. Study groups from all over the
world visit Reggio Emilia every year to visit the schools and hear about
their work. In February 2006 the Loris Malaguzzi International Centre
was opened in Reggio Emilia to act as a base for study visits, international
studentships and ongoing research.
Reflective practice in the Early Years

Foundation Stage
‘All providers should continuously think about how to improve what

they are offering to children and families. Effective practitioners use their
own learning to improve their work with young children in ways that are
sensitive, positive and non-judgemental.
They are expected to develop, demonstrate and continuously improve
their:
● relationships with both children and adults

● understanding of the individual and the diverse ways in which chil-
dren learn and develop
● knowledge and understanding in order to actively support and extend
children’s learning in and across all areas and aspects of learning
● practice in meeting all children’s needs, learning styles and interests
● work with parents, carers and the wider community
● work with other professionals within and beyond the setting.’
A high-quality, continuously improving setting will provide:
● well qualified and experienced staff who have access to opportunities

for continuous professional development at all levels
103
Reflective practice
● opportunities to share best practice between early years settings

● an environment that recognises the impact of higher qualifications on
the quality of provision.
Key Elements of Effective Practice (KEEP)
‘Effective practice in the early years requires committed, enthusiastic

and reflective practitioners with a breadth of knowledge, skills and
understanding.’
(DfES 2005)
Inspiration from Reggio
Working as part of a team
Valuing each other’s expertise and experience, and being happy to

learn from one another, provides an ideal role model for children to fol-
low. They will see clearly how much mutual respect there is between
members of the staff team and will understand how different people can
take the lead at different times depending on the nature of the activity.
Sharing observations, listening carefully to what your colleagues have to
say and valuing their opinions will all help to create a culture of reflective
practice in your setting.
Supporting young children’s learning and development by finding
different ways of encouraging their creative expression is fundamental
to the way teachers in Reggio work. To do this they bring their own
interests, skills and experience to the work that they do. All of us have
interests and talents which, with a little thought, can add to the quality
and breadth of the experiences we provide for children. These interests
may be in art, science, music, dance, photography, environmental
awareness, cooking, sewing, weaving, woodwork or gardening. All of
these provide wonderful starting points for projects and experiences from
which children can learn.
104
Reflective practice
Adults sharing creative talents and skills enhance the learning of

children and adults
Welcoming adults with particular creative skills into your setting to

work alongside you and the children will enhance the learning experi-
ence for everyone. Actors, architects, dancers, designers, engineers,
musicians, painters, photographers, sculptors all have skills and talents
you can draw on to enhance young children’s learning. Not only do
these individuals bring particular skills to share with children and staff,
they also bring their different ways of looking at the world. To make
the most of these opportunities it is essential to spend time planning in
advance. It needs to be clear to everyone that the purpose is to provide
starting points for discussions with the children and then to follow their
ideas. The adults have skills and expertise to share but do not have total
control over the outcome of the project. In this way everyone – adults
and children – learns from one another.
105
Reflective practice
Time for sharing, listening, discussion and planning
The staff team as a learning group
Being a reflective practitioner is challenging as it involves constant ques-

tioning, of oneself, and by colleagues, of what has happened in the past
and what has been learned from it. To do this successfully we have to
accept the value of constructive comment, not as criticism, but as a way
to improve what we do in the future. As a society we tend to find this
difficult and it is certainly an area which any staff team needs to work
on over time in order to create the atmosphere of trust and support that
is needed.
Effective reflective practice requires regular staff meetings at which
documentation, observations and interpretations are shared and dis-
cussed. These are opportunities for staff members working with one age
group to share observations and ideas with others responsible for older
or younger children. Sharing experiences in this way adds value to the
106
Reflective practice
interpretations already made and throws up new ideas and questions to

be pursued. Over time the staff team adds significantly to its collective
body of knowledge about how babies and young children learn, all of
which will inform and improve future practice (see Chapter 6).
Action research
Action research, involving practitioners working directly with children, is

similar to the style of educational research which underpins the Reggio
Approach. An action research project is an ideal way to develop the cycle
of planning, doing and observing, reflecting and then making new plans
on the basis of what has been learned. Action research projects work best
if they are small-scale and focused enough to be manageable, and result
in some change in practice at the end. By their very nature they involve
colleagues and children, and often parents, so they are an ideal way to
promote collaboration and team working.
As an action research project you may decide to look at how one
particular area of your setting, for example the role-play area, is used
by the children and staff. Over the course of a week you may plan to
make regular observations of the use of the area to answer the following
questions:
● Who uses the area – boys or girls?

● How big are the groups?
● What sorts of imaginative play and conversations go on there?
● How do children access the resources they need?
● Do adults become involved in activities happening in the area?
Ideally these observations would be collected by more than one member

of staff, to gain different viewpoints on what is happening. At the end of
the week the observations are collated and shared with other members
of the staff team. You may also want to share your observations with the
children so they can make their comments.
107
Reflective practice
Reflecting together on what you have seen will help you to interpret
your observations and draw some conclusions. Inevitably many more
questions will arise which will help you to plan your next piece of action
research. You may then decide to:
● change the way the area is resourced – perhaps by substituting more

open-ended resources such as hats, bags, fabric and shoes, rather than
specific ‘dressing-up’ costumes;
● plan to change the theme monthly to create the basics for a garage, a
museum, a recording studio or a building site, for example;
● agree on a strategy to enable adults to be available to facilitate chil-
dren’s play, if invited.
Professional development networks
Supporting a research-based approach to children’s learning and devel-

opment in your setting is not something which can be done in isolation.
Remember, in Reggio, teachers have the advantage of being part of a
network of schools and infant-toddler centres which all subscribe to the
same philosophy and support one another. Becoming a member of a
professional development network will enable you to share your ideas
with a wider audience, learn from the experiences of others and tap in
to a wide range of help and support.
Different types of professional development networks have grown up
in different areas of the country facilitated by different organisations.
Sightlines Initiative (www.sightlines-initiative.com) is the UK reference
point for the Reggio Children organisation (http://zerosei.comune.re.it)
and has a number of ReFocus networks in different parts of the country.
In some instances the regional organisations of the Arts Council England
(www.artscouncil.org.uk) have taken a lead; in other areas Creative
Partnerships are a good source of advice about what is happening locally.
Youth Music (www.youthmusic.org.uk) funds a range of early years
music projects, some of which draw their inspiration from the Reggio
Approach.
108
Reflective practice
The following ‘snapshot’ illustrates how children’s learning was

enhanced through an action research project involving a staff team, an
early years advisory team, parents and children collaborating together.
Snapshot
Treasureboxes®
For some time staff in a nursery had been thinking about how they could
improve the way in which they communicated with parents about the
importance of young children’s play in the Foundation Stage. In particu-
lar they wanted to encourage parents to become active participants in
their children’s learning.
Following a discussion between the early years advisory team and
the setting staff, it was agreed that they would develop a small library
of interesting and unusual resources to share with families. The staff
team then participated in training on Treasureboxes® – collections of
interesting and unusual resources to promote exploration and investiga-
tion. Following the training session the staff decided to use the idea of
Treasurebox collections on the theme of light, to share with families.
Weekly workshops were set up at which parents, practitioners and chil-
dren met together to choose a range of resources to include in a Treasurebox
collection to take home. These selections were based on practitioners’
previous observations of the sorts of resources and ideas which the child
might be interested in. Also included in the box were a disposable camera
and a notepad for parents to use to record their observations. Families
borrowed the Treasurebox® for approximately a week and were asked to
observe and note what their child did with the resources at home. When
the Treasurebox® was returned the practitioner spent time talking with
the families about their observations on how the resources had been used.
The ideas developed by children at home were then shared with the
rest of the child’s group and used as the starting point for new explora-
tions and investigations in the nursery.
Sharing information in this way, and basing future planning in the
nursery around ideas and activities carried out at home, gave parents
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Reflective practice
and children a very powerful message about the importance of including

family members in supporting and extending young children’s learning.
Reference
DfES (2005) KEEP Key Elements of Effective Practice.

Rinaldi, C. ‘Teachers as Researchers’ Presentation at ReFocus One
Symposium. Kendal, UK, June 2002.
Further reading
Giudici, C., Rinaldi. C. and Krechevsky, M. (eds) (2001).Making Learning

Visible: Children as Individual and Group Learners. Italy: Reggio
Children.
A joint publication with Project Zero at Harvard University in America.

This looks at the learning of children and adults in groups and gives very
detailed examples of daily life in a preschool and infant-toddler centre.
It is an ideal text for supporting continuous professional development.
Working as part of a team
● How well do we each contribute to the staff team?

● How do we value the contributions of others?
● Do we make time to share and discuss observations?
● Is best use made of everybody’s creative skills and talents?
110
Reflective practice
Creating a learning group
● Do we view ourselves as active learners?

● Is ongoing professional development part of the culture of our setting?
● How good is our structure for feeding back information from training
to the rest of the team?
● Can we create a space for study, discussion and research?
Action research and networking
● How can we fit action research into our daily practice?

● Have we created the link between action research and quality
improvement?
● Do we value time for professional networking?
● Are we confident to share our observations with others outside our
setting?
111
Conclusion
This brief description of the Reggio Approach to early childhood, and

how it has influenced early years practice in the UK, shows how many
values and principles we have in common.
There are clear differences between the United Kingdom and Reggio
Emilia in northern Italy. Our early childhood services have been devel-
oped against a different historic, cultural, geographic, political and
economic background.
Nevertheless, we hold the same key principles of quality in early years
practice:
● having clear values and a vision to which everyone subscribes

● actively listening to children and respecting their ideas
● fostering children’s creativity
● giving time to build on what children already know and what interests
them
● creating an effective and attractive environment for learning and
development
● valuing the contribution of parents, carers and families.
112
Conclusion
The themes and principles of the Early Years Foundation Stage provide
the framework in which to develop this way of working.
The key to improving quality in early years settings is to develop reflec-
tive practice amongst all practitioners. Understanding more about the
Reggio Approach will help you to develop high-quality practice which
is appropriate to your own culture and context. Whilst taking inspiration
from the work of the educators in Reggio Emilia, it is important not to lose
sight of the rich history and traditions found in the best early childhood
settings in the United Kingdom.
In the words of Aldo Fortunati of the University of Bologna:
Trust in the richness of your own context.

(Crossing Boundaries International Conference,
February 2004, Reggio Emilia)
113
Useful contacts
Reggio Children
Reggio Children is the organisation that represents the preschools and

infant-toddler centres of Reggio Emilia. It provides information on
the Reggio Approach, produces books and newsletters and organises
international study visits. ReChild, the Reggio Children newsletter, is
downloadable from the Reggio Children website at the following address:
http://zerosei.comune.re.it/inter/rc_rechild.htm
Sightlines Initiative
Sightlines is the UK reference point for Reggio Children. It has an online

bookshop where all the publications mentioned in this book can be
purchased. Sightlines coordinates some action research projects and
organises conferences and seminars for educators in the UK as well as
study tours to Reggio Emilia. ReFocus networks, organised by Sightlines,
exist in some parts of the country. More information is available on the
Sightlines website, www.sightlines-initiative.com
114
Useful contacts
alc associates
alc associates, Linda Thornton and Pat Brunton, provide training and
consultancy on how the Reggio Approach can be used to inspire high-
quality care and learning in the UK. If you would like to learn more about
the Reggio Approach and the work of the preschools and infant-toddler
centres in Reggio Emilia, read Understanding the Reggio Approach, 2nd
edition by Linda Thornton and Pat Brunton, published in 2009 by David
Fulton Publishers. Further details of the work of alc associates are avail-
able on their website, www.alcassociates.co.uk
Reflections on Learning
Reflections on Learning produce light boxes and mirror resources

inspired by the Reggio Approach. The full range of products can be
viewed on their website, www.reflectionsonlearning.co.uk
115

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Reggio in Early Years

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Bringing the Reggio

Approach to your Early

This easy-to-read series provides an introduction to some of the most

These convenient guides are essential to early years practitioners, stu-

Pat Brunton is a director of alc associates and provides consultancy and

Linda Thornton and Pat Brunton

This edition published in the Taylor & Francis e-Library, 2010.

© 2010 Linda Thornton and Pat Brunton

ISBN 0-203-85089-0 Master e-book ISBN

ISBN10: 0-415-56658-4 (hbk)

1 Background to the Reggio Approach 7

6 Learning and teaching 79

7 Reflective practice 100

Bridgwater Children’s Centre, Bridgwater, Somerset

The preschools and infant-toddler centres of Reggio Emilia in Northern

No-one in Reggio wants to teach others how to ‘do school’. … What

A piazza in the centre of Reggio Emilia

If we want to bring the influence of the Reggio Approach to our early

The principles of good early years practice in the UK

Good early years practice in the UK:

● is based on strong relationships between both children and adults and

The key values of the Reggio Approach

to reflect what the community of Reggio Emilia feels is important for

● a powerful image of the child – it views children as strong, confident

Learning from the Reggio Approach

To understand how to bring inspiration from the Reggio Approach to your

● what happens in Reggio

● a list of ‘questions to think about’ to help you and your colleagues

Chapters 2 focuses on relationships – between adults and children,

Gambetti, A. (1998) ‘The Winter Institute: An International Meeting on

Not Just Anyplace. (2003) Video. Reggio Children.

The Reggio Approach to early childhood has been developed in Reggio

The XXVth Aprile preschool in Villa Cella

Reggio Emilia is a prosperous city with a long tradition of banking, trade

discovering how important the preschool was to them, he was inspired

The front of the Municipal Theatre in Reggio Emilia

The renowned American educationalists Jerome Bruner and Howard

There are 23 municipal preschools and 26 infant-toddler centres in and

preschool or elementary school. This allows the teachers to establish

Each preschool and infant-toddler centre has an atelierista as a staff

The municipal network of early childhood centres is coordinated by a

The key values of the Reggio Approach

Barazzoni, R. (2000) Brick by Brick. The History of the ‘XXV Aprile’

A description of the early days of the first preschool, started on Liberation

Thornton, L. and Brunton, P. (2009) Understanding the Reggio Approach.

An overview of the Reggio Approach which analyses the essential

Edwards, C. P., Gandini, L. and Forman, G. (eds) (1998) The Hundred

A collection of interviews with pedagogistas, atelieristas, teachers and

In the Reggio Approach

A powerful image of the child

Strong, positive relationships between people lie at the heart of the

The triangle of relationships

Parents, children and teachers are at each corner of the triangle.

Relationships with the community

Positive relationships in the Early Years

Relationships are an important value of the Reggio Approach. Our own

EYFS 2.1 Respecting each other

Every interaction is based on caring professional relationships and

The key messages behind this commitment are:

● Respect for others is the basis of good relationships.

● Responsive, supportive, warm and respectful relationships between

EYFS 2.2 Parents as partners

The key messages behind respecting parents as partners are:

● Parents provide a learning environment which is enduring and